Hopscotch to

Quality in EVS
Handbook for EVS Promoters
Published by:
SALTO South East Europe Resource Centre
MOVIT NA MLADINA
Dunajska cesta 22, SI – 1000 Ljubljana, Slovenia
Tel.: +386 1 430 47 47, Fax: +386 1 430 47 49
Email: see@salto-youth.net
www.salto-youth.net/see

Director of publication: Janez Škulj

Editors: Darko Marković, Sonja Mitter Škulj
Text written by the 3D team: Darko Markovic, editor and main contributor
Dragan Atanasov, contributor
Domagoj Kovacic, contributor
Proofreading: Nik Paddison
Design and layout: Lea Gorenšek
Photos: Youth Cultural Centre Abrašević, Mladinski
center Brežice, Youth Association creACTive,
Aleksandar Gubaš, Grupa “Hajde da…“,
Ørjan Mikkelsen, Slavica Panova and Petra
Pekovec and MOVIT NA MLADINA. Many
thanks to all!
Printed by: Bograf d.o.o.

The views and opinions expressed do not necessarily express the official
view of the European Commission or the SALTO SEE Resource Centre.
Reproduction of texts and pictures is authorised.

CIP - Kataložni zapis o publikaciji

Narodna in univerzitetna knjižnica, Ljubljana

331.578.2-053.6(4)

MARKOVIĆ, Darko, 1972-

Hopscotch to quality in EVS : handbook for EVS promoters / [text
written by Darko Marković, Dragan Atanasov, Domagoj Kovačić ;
photos Youth Cultural Centre Abrašević ... et al.]. - Ljubljana :
SALTO South East Europe Resource Centre, Movit NA Mladina, 2009

ISBN 978-961-92267-9-7
1. Gl. stv. nasl. 2. Atanasov, Dragan 3. Kovačić, Domagoj
249538560
Hopscotch to
Quality in EVS
Handbook for EVS Promoters
 Table of Contents
Introduction 6

Part A. Part B.
Building Common Ground 9 Quality in EVS 31

Quiz: Are You An EVS Expert? 10 Hopscotch to Quality in EVS 32

EVS – Exciting Facts and Figures About It 12 Your Involvement in EVS as “Reflected Practice” 33
EVS in SEE, So Far... 16 Inclusion in EVS 36
EVS Project Management 26 Quality in Partnership 40
– EVS Project Cycle and Phases Quality in Preparation: Getting Ready For Hosting 46
The Support System Around the EVS Volunteer 59
Cultural Adaptation and Intercultural Learning in EVS 64
Conflict Management in EVS 70
Support and Recognition of Learning in EVS 73
 Part C.
The Last, but certainly not 79 Appendices 90

least important issues

Partner Finding Tips and Tools 91
Volunteers´ Personal Projects in EVS 80 Where to Find Support 92
Evaluation in EVS projects 82 Useful Links and Resources 94
Follow Up of EVS projects 86 Glossary of Terms 95
Dissemination and Exploitation of Results 88 Forms and Templates: 97
a) Volunteer Application Form 97
b) Invitation letter for the volunteer 99
to be presented to the embassy
c) Welcome letter for the volunteer 100
d) Minimum requirements for an Activity Agreement 101
Notes About the Contributors 102
About SALTO-YOUTH and the SALTO SEE Resource 103
Centre
 6 Welcome to the
‘Hopscotch to Quality
Introduction

in EVS!’
Did you ever play the hopscotch game as a child? Basically, to play it you need to
hop through all the fields of the hopscotch, (usually drawn with chalk on the side
walk or school yard), in different ways in order to reach the last field, which is your
goal. Our goal is to support you in implementing European Voluntary Service (EVS)
projects that lead to great results and learning outcomes for your organisation as
well as your volunteers. Hopping carefully and successfully through the different
fields of our EVS hopscotch should bring you to this goal.

Opportunities offered by the Youth in Action Programme

The Youth in Action Programme, which includes the European Voluntary Service,
covers the period 2007 to 2013. It is the EU programme for young people aged
15-28 (in some cases 13-30). The Youth in Action Programme aims to inspire
a sense of active citizenship, solidarity and tolerance among young Europeans
and to involve them in shaping the Union’s future. It is a programme for all! It
promotes mobility within and beyond the EU borders, intercultural dialogue, and
encourages the inclusion of all young people regardless of their educational,
social and cultural background. The Programme contributes to the acquisition of
competences and is therefore a key instrument in providing young people with
opportunities for non-formal and informal learning with a European dimension.

1
The Neighbouring Partner For project organisers from Neighbouring Partner Countries in South East Europe1,
Countries in SEE include;
Albania, Bosnia and Herzegovina, the Youth in Action Programme offers a range of possibilities for participation.
Kosovo under UNSC Resolution
1244/1999, Montenegro and
EVS maintains a central place in the Programme. Within EVS Activities, young
Serbia. Croatia and the former people can help in a social, cultural or other organisation or institution in
Yugoslav Republic of Macedonia,
currently still Neighbouring another European country for a period of 2 – 12 months. EVS is accessible for
Partner Countries, are running
preparatory measures for joining
young people from Programme Countries and Partner Countries alike. Further
the Programme as full members
in 2011.
complementary possibilities for participation in the Youth in Action Programme
are offered to organisations from SEE under Action 3.1. – Youth of the world – 7
which provides possibilities for financial support for youth exchanges, training
and networking activities.

Introduction
Furthermore, the Youth in Action Programme offers some tools aimed at
raisinge project quality, valorisation and learning outcomes. Accreditation
of all organisations involved in EVS based in Programme or SEE countries,
(Host, Sending and Coordinating organisations), as a prerequisite for applying
for project funding as well as the implementation of the EVS training cycle for
volunteers, are such tools. The introduction of another tool, Youthpass, promotes
better recognition and validation of key learning competences acquired through
participation in projects.

Cooperation with South East Europe became possible with the beginning of the
YOUTH Programme in 2000. Since then, the number of organisations from SEE
that have used the programme, the partnerships with organisations in other
European countries, and the quantity of projects implemented have increased
greatly. Under the Youth in Action Programme, increased financial means have
been made available to promote this trend and to enable organisations from SEE
to take the responsibility for coordinating projects. The political background is
the EU’s enlargement policy towards all the countries of the region and the aim
to work towards European standards in the youth field in the region.

The countries of the SEE region are at different stages related to the process
of accession to the European programmes and to the European Union as such.
The most advanced in this respect, Croatia and the former Yugoslav Republic
of Macedonia, both candidate countries to the EU, have established National
Agencies for Youth in Action and the Life Long Learning programmes and are
expected to join the programmes as full members in 2011.

The Hopscotch to Quality in EVS: What’s in it (for me)?

While the possibilities for organisations from SEE to participate in the Youth in
Action Programme have increased over the past years, so have the needs for
support in organising projects according to the philosophy and requirements of
the Programme. This is particularly true for EVS, the most complex Action of the
Programme.

This is where the idea for this publication had its origins: We wanted to
 compile a handbook which raises awareness and understanding of the various
8 organisational, administrative and, in particular educational and content-related
aspects, which – if put into practice – will add quality, better results and deeper
learning outcomes to your EVS projects. We also wanted to offer tips and points
Introduction

for reflection to make the information useable and user-friendly, specifically for
Host and Sending organisations based in the countries of South East Europe.

Accordingly, this handbook is structured around Part B – the Hopscotch to Quality

in EVS, where all major aspects are covered. The other parts are nevertheless
essential additions: Part A provides important background information, in
particular for those less familiar with the EVS programme. Part C takes a
look at evaluation, follow-up and dissemination and exploitation of results.
The Appendices compile examples of relevant documents of use in EVS, an
explanation of terms used (Glossary) and information on where to find further
support and resources.

Formal criteria for participation and funding details are only briefly dealt with,
as far as they serve as a basis for understanding the Programme. For complete
and up-to-date information, we advise you to regularly consult the websites of the
European Commission (in particular the Youth in Action Programme Guide) and
of the SALTO SEE Resource Centre. If you need any further assistance, do not
hesitate to contact our office.

This handbook was written by three authors coming from different countries of
South East Europe, all having extensive experience in the field, and working in
close communication with the SALTO SEE staff.

If you and/or your organisation are not yet familiar with running EVS projects,
we would like to encourage you to read through the whole Hopscotch. If your
organisation already has a long-standing experience in EVS, we hope that you
photo: MOVIT

are still curious to find out how you can increase the value of your EVS projects,
for the benefit of your volunteers and your organisation.

We hope that this publication will become a companion in your further EVS
projects, where you can check one or other aspects relating to EVS projects as
you go along, according to your specific experience and needs.

Wishing you good luck with your future EVS projects!

Your SALTO SEE team

 Building Common Ground
Part A.

photo: Slavica
Panova and Petra
Pekovec
9
 Quiz: Are You An EVS Expert?
10
Building Common Ground

3. European Voluntary Service is managed by:

a) European Council
b) Council of Europe
c) European Commission
Warm-up question:
4. EVS is also known as “Action 2” in the programme
0. The abbreviation EVS stands for:
called:
a. Enhanced Voltage Stress
a) YOUTH
b. Exchange Virtual Server
b) Youth in Action
c. European Voluntary Service
c) Youth for Understanding
Although all the given answers in the example are
5. EVS is essentially:
correct (in fact there are 35 identified meanings of
a) a language course abroad
the abbreviation!), for this publication we’ll use these
b) an internship in a company
three letters with the meaning of “European Voluntary
c) none of the above
Service”.
6. EVS is primarily about:
So, we hope you are ready for the real quiz of 15
a) informal learning
questions below, where only one of the given answers
b) non-formal learning
is correct!
c) formal learning
Good luck!
7. EVS is open to all young people aged:
a) 18-30
“The Real stuff”: b) 18-30, exceptionally 16-30
c) 18-30, exceptionally 18-35
1. If you typed “European Voluntary Service” in your
search engine, the number of hits you could expect 8. European Voluntary Service supports:
would be: a) only individual voluntary service
a) 1-100.000 b) only group voluntary service
b) 100.001-10 million c) both individual and group voluntary service
c) more than 10 million
9. According to the rules of the programme, a
2. European Voluntary Service programme, also volunteer can participate in an EVS project:
known as EVS, started in: a) only once
a) 1996 b) exceptionally, twice
b) 1998 c) maximum three times
c) 2000
10. EVS projects and EVS Activities are:
a) simply synonyms Correct answers:
b) an EVS project may have one or more EVS 1c, 2a, 3c, 4b, 5c, 6b, 7b, 8c, 9b, 11
Activities 10b, 11c, 12a, 13a, 14c, 15b
c) an EVS Activity can include one or more EVS

Building Common Ground

projects Please calculate your quiz score and find some useful
tips below. For more information about the questions
11. The name of the resource centre publishing this from the quiz, just keep on reading this publication!
publication is SALTO. The acronym stands for:
a) Support, Alternative Learning and Training Your total score is: _____
Opportunities
b) Support, Advice and Lifelong Training
Opportunities Absolute beginner (less than 5 correct answers)
c) Support, Advanced Learning and Training Don’t get discouraged with the amount of new terms
Opportunities and concepts; EVS is much easier than it sounds.
Anyway, we would suggest that you read this publication
12. If the applicant organisation from an EU carefully and if possible talk to some ex-EVS volunteers
programme country is applying for a project with or organisations involved in EVS from your region.
South East Europe, the application is submitted to:
a) National Agency Good rider (from 5-8 correct answers)
b) Executive Agency You are on a good track to becoming knowledgeable
c) National youth ministry about EVS. However, there are still a few things which
need to be clarified. To consolidate your knowledge,
13. In order to participate in EVS, interested we would suggest you look for more information in this
organisations from South East Europe have to be: publication and visit recommended websites about the
a) accredited programme.
b) certified
c) qualified
Expert in EVS (9-12 correct answers)
14. The Common European Framework of Key Apparently, you know this programme inside out.
Competences for lifelong learning describes learning However, some things might have been changed in the
in EVS as consisting of: latest Programme Guide and your knowledge needs to
a) 6 competences be refreshed. After reading this publication, download
b) 7 competences the latest version of the Guide from the European
c) 8 competences Commission’s website.

15. The instrument for recognition and visibility of EVS Master (13-15 correct answers)
learning outcomes in EVS is called: Congratulations, it seems that you are holding the
a) Europass “black belt” in EVS. You may use this publication
b) Youthpass either to reflect on certain deeper aspects of EVS
c) Vol-pass or to challenge some of your already pretty well
established beliefs and understandings concerning
this programme.
 EVS – Exciting Facts and Figures About It
12
Building Common Ground

At the moment of drafting this publication, if you would Google “European Voluntary Service” you
would get about 15,100,000 hits2, discover a large number of EVS related e-groups, numerous
EVS blogs and several groups on Facebook. Even if you have absolutely no idea about EVS, it
would be obvious that you have encountered some kind of global phenomenon.

So, what is it about? Let’s quickly review the main pieces of the EVS puzzle!

Following an initiative of the European Commission and a strong demand from civil society,
the European Union launched the European Voluntary Service (EVS) as a pilot action in 1996.
The programme enabled young people from EU member states to spend a period of voluntary
service in another European country, contributing to local community development and their
own personal growth. The response to the evaluation of the pilot action showed that EVS was
regarded as a relevant policy to meeting various challenges. These included; increasing European
mobility, fostering active citizenship, tackling problems of social cohesion and enabling youth
transition towards adulthood. EVS also tackled marginalisation and social exclusion, social
deviance and delinquency, intolerance, xenophobia, and racism. EVS was also regarded as
a means to promote social cohesion and solidarity within and outside the European Union3.
Subsequently the European Voluntary Service was established as the EVS Community Action
Programme (1998-1999), the then Action 2 of the YOUTH Programme (2000-2006) and current
Youth in Action Programme (2007-2013).

Youth in Action Programme:

Action 1 – Youth for Europe
Action 2 – European Voluntary Service
Action 3 – Youth in the World
Action 4 – Youth Support Systems
Action 5 – Support for European Cooperation in the Youth Field

2
Accessed on 23.2.2009 Some facts and figures about EVS:
3
The ex-ante evaluation of the
Multi-annual European Voluntary
• During the first 10 years of EVS (1996-2006) approximately 30,000 young volunteers
Service Programme for Young participated in the programme.
People – Report prepared by the
Tavistock Institute, UK, October • In the Youth in Action programme, it is expected that the number of participating
1996
4
Please note, that this number
volunteers should increase to up to 10,000 volunteers/year.
was just a state of affairs in • An average individual grant per volunteer (2005) is approx. 7,000 EUR.
November 2009. The actual
number of accredited EVS • At the beginning of November 2009 there were 4,136 organisations accredited to
promoters is constantly
increasing. Check the database
participate in EVS4.
of accredited EVS organisations: • Action 2 - EVS projects are covered by at least 23% of the total Youth in Action budget (885
http://ec.europa.eu/youth/evs/
aod/hei_en.cfm million Euro).
 13

Building Common Ground

photo: MOVIT
Today, within the Youth in Action Programme, the European Voluntary Service provides young
people from participating countries (including South East Europe) with an opportunity to have
an international voluntary experience. This can take place either as;

a. 2 months to 12 months in an individual EVS activity or

b. 2 weeks to 12 months in a group EVS activity, involving anything from 2 – 100
volunteers

Although it includes elements of language learning, travelling and gaining some work experience,
EVS is not:
• occasional, unstructured, part-time volunteering
• an internship in an enterprise
• a paid job; it must not replace paid jobs
• a recreation or tourist activity
• a language course
• exploitation of a cheap workforce
• a period of study or vocational training abroad

In fact EVS is a true “learning service”. Throughout non-formal learning experiences young
volunteers improve and/or acquire competences for their personal, educational and professional
development as well as for their social integration. At the same time, it is an opportunity for
young people to express their solidarity and social responsibility through voluntary service in
local community development. The programme also supports increased youth mobility and
contributes to the development of a genuine European citizenship. The documentation of
the experience and recognition of learning outcomes is implemented through the instrument
called Youthpass. This is based on the common European framework of 8 Key Competences for
Lifelong Learning.5
5
For more information about
Youthpass and Key competences
The programme is open to ALL young people aged 18 – 30 years, regardless of their social, for Lifelong Learning, please
read the chapter “Support and
cultural, educational or economic background. In cases of young people with fewer opportunities6, Recognition of Learning in EVS”
if fully justified, it is possible to involve volunteers from 16-30 years. Typically, EVS is a “once in a in this publication or visit the
Youthpass webpage:
lifetime” experience – a volunteer can take part in only one EVS Activity. However, the exception www.youthpass.eu
For more information about this
could be made in cases of volunteers with fewer opportunities who could take part in more than
6

aspect in EVS, you may read the

one EVS activity, provided that the total duration of the combined periods of Service does not chapter “Inclusion in EVS” in this
publication
exceed 12 months.
 Some typical benefits for young people Some typical benefits for organisations
from participation in EVS: involved in EVS:
14 • increased self-esteem • improved profile and image of the
• sense of independence and self-initiative organisation
Building Common Ground

• foreign language competence • “European profile”

• communication skills • improved people and project
• project management skills management skills
• intercultural sensitivity and awareness • foreign language competence
• team work skills • intercultural sensitivity and awareness
• establishment of networks and • additional ideas and new perspectives
partnerships • enhanced ability to work in an
• work experience gained international partnership
• … • …

The EVS project includes three main phases:

• planning and preparation
• implementation of the Activity
• evaluation (including reflection on a possible follow-up)
The total duration of the project, including all project phases cannot exceed 24 months.

Each EVS project might include one or more EVS Activity. An EVS Activity has three essential
components:
• actual voluntary service
• EVS training and evaluation cycle
• on-going support for the volunteer7

Each EVS project is developed in partnership between the Sending Organisation, the Host
Organisation, the Coordinating Organisation and a volunteer (or volunteers). In a simple EVS
project, the role of Coordinating Organization is taken either by the Sending or Host Organisation.
In this case the Coordinating Organisation is responsible for submitting the application, as well
as for overall management of the project.

In more complex projects a separate Coordinating Organisation might apply for the project
on behalf of the partnership of several organisations involved. In this case the Coordinating
7
For more information about
dimensions of volunteer support, Organisation does not have to be either the Sending or Host Organisation. However, in order
EVS training and the evaluation
cycle, see chapter: “The
to get involved in EVS all organisations have to be accredited for the Sending, Host and/or
Support System Around the EVS Coordinating role. The accreditation procedure is managed either by National Agencies in
Volunteer”
8
For more information about programme countries or SALTO SEE in South East Europe8. All accredited organisations and
how to become an accredited
organisation for EVS in South
their projects are published in the public database at the European Commission’s website9.
East Europe, take a look at the
SALTO SEE guide “Stepping into
EVS”: http://www.salto-youth. The EVS organisations, also called “promoters”, could be:
net/EIsee/.
9
Database of accredited EVS
• a non profit/non-governmental organisation;
organisations: http://ec.europa. • a local or regional public body;
eu/youth/evs/aod/hei_en.cfm
• a body active at European level in the youth field;
• an international governmental organisation;
• a profit-making organisation (only when it organises an event in the area of youth, sport or 15
culture).

Building Common Ground

To be eligible as an applicant, a promoter must be legally established either in a programme country
or South East Europe. One of the promoters assumes the role of Coordinating Organisation and
applies for the whole project (‘one-sided funding’) on behalf of all the promoters. Applications
for the projects could be submitted to:
a. A National Agency in the applicant country, if the applicant organisation is coming from a
programme country10 (“decentralized applications”, as shown with RED arrows in the picture
below).
b. The Executive Agency if the applicant is coming from a Neighbouring Partner Country from
South East Europe11 (“centralized applications”, as shown with BLUE arrows in the picture
below).

Applications cannot be submitted to SALTO-YOUTH SEE Resource Centre or the Contact Points
for Youth in Action in the region! For detailed information about the application procedures,
please visit the European Commission’s website and download the latest version of the Youth
in Action Programme Guide.

Map of the key actors

and application

Programme Countries
European National Agency processes in EVS with
Commission (NA) South East Europe
Legend:
SO– Sending Organisation
HO– Host Organisation
CO– Coordinatin Organisation
Executive SO/HO
SO/HO
agency (CO)

SALTO-YOUTH SO/HO Neighboring partner countries At the moment of drafting

10

from South East Europe

this publication, Croatia and
SEE RC (CO) the former Yugoslav Republic of
Macedonia are in the process
of establishing their National
Agencies and becoming
Programme Countries for the YiA
programme and already grant
projects at the decentralized
level.
11
Organisations with a given
status of “European Non
National Agency Governmental Organisation”
Contact Points SO/HO (ENGO) with branches in at least
(NA) 8 Programme countries submit
their applications to the Executive
Agency.
 EVS in SEE, So Far…
16
Building Common Ground

The beginning
“What is EVS and how did it start on my island?” wonders a lady from the foreigners’ office of a
small police station on an Adriatic island. And, “why is a blond girl standing in front of me asking
to extend her residence permit, which cannot be extended?” She didn’t ask those questions
to the girl, but explained to her in a relaxed and attentive manner that none of them could do
anything about a residence permit at the moment. She should simply go away and come back
next week.

When she left the police station, Anna’s world fell apart. She had overwhelmingly wanted to
carry on with her project and stay on that beautiful island, even though it sometimes drove her
crazy with its relaxed approach to everything. She would have to make it on her own again. The
people in her Host Organisation knew less about the registration of a volunteer than she did,
they would convince her they would deal with it the following day, like they always promised. Her
Sending Organisation felt very far away at this moment.

Anna had personally found both the Host and the Sending Organisations, and it was she who
had worked on her project application the most, so she mainly blamed herself for her current
situation of being frightened of being deported. She had called and written an email to the
people in the Resource Centre in Ljubljana. They had tried to help, giving her a few pieces of
advice but even they didn’t know the current legal provisions. Later, a guy from Zagreb called
her explaining that, as an EVS volunteer, she unfortunately cannot get the residence permit
extension. She should simply stay there and take it easy, freely walk around the town and the
police would simply get accustomed to the fact that she is there and completely forget that she
needs a residence permit. What an explanation!

Anna was not the first EVS volunteer in South East Europe. She is one of the many EVS volunteers
who have successfully finished their projects and is one of a few who have remained abroad
longer. Her story however is very similar to many other stories of those first EVS volunteers. It
would be possible to search through various reports, reference numbers and contracts in files
to find who the first EVS volunteer in the SEE region was. But for now, all in all we can conclude
that EVS volunteers are here around us, they come and go and come back. Some of them send
new volunteers, some of them stay forever. For good things in life to linger and last, it is not
important who started them and when.
EVS started including South East European countries in 2000. At that time the SEE region was
mainly an unknown for EU organisations dealing with EVS and similar programmes. They had 17
heard about it in media, occasionally in breaking news if the conflict would escalate. Only a year
earlier a series of snapshots of columns of refugees, bombardments and death from the region

Building Common Ground

had spread around the world.

However, in the region there were organisations where such a programme was in accordance
with their visions and missions. There was a huge amount of energy and will to make an impact
on civil society. The very notion of the existence of civil society was a novelty which wasn’t best
understood by the majority of people. In such an environment organisations made efforts to be
transparent and understood in their communities as well as among their donors. In the absence
of a wider understanding, there wasn’t a significant support from the state institutions. Some
countries in the region were just abandoning totalitarian regimes, so even the legal framework
for organisations to exist was not properly defined. Thanks to support that came from a variety of
international programmes, many organisations quite successfully developed their programmes
and capacities. Many of them created networks and partnerships and became active on an
international level. Sadly the news of the opening up of the EVS programme in the region went

photo: MOVIT
largely unheeded. Those wishing to learn more were often lost in the complexity of information
on one side and the lack of practical experiences on the other.

That’s why it is probable that the first EVS volunteers in South East Europe were unaware that
they were the ones. Someone somewhere in the region opened up and read the Programme
Guide and realized that EVS could integrate with and contribute to the existing work of their
organisation. Perhaps it was that person who recalled that they knew of a young girl in their
French partner organisation who kept saying that she would like to come to the region. So
why not try something new and bring that motivated young person to support the work of their
organisation?
18
Building Common Ground

photo: Youth Association creACTive

Developments
Just a few years later EVS projects significantly increased in the region. Co-operation with South
East European countries became a priority of the programme. Not only were considerable
financial funds allocated to the new priority but efforts were increased on the promotion of,
and support to the programme. This was achieved predominantly by intensifying and expanding
the work of the SALTO SEE Resource Centre in Ljubljana as well as through several European
NGO Large Scale projects. European NGO’s already involved in EVS immediately recognized the
new opportunity, not only for the funding of EVS projects but also for offering new and exciting
volunteering opportunities in the newly-formed countries. They did not find it too difficult to find
partners in the region because there were already organisations involved in local, regional and
international programmes including youth exchanges. During 2003, over 50 EVS volunteers
came to or left the region within multilateral EVS projects.

50 volunteers is a big increase compared to the figure of a year earlier and maybe the figure itself
doesn’t sound significant, but the numbers should be examined. We can multiply 50 volunteers
by 6 months and that result by the number of work hours per month. Then there is the number
of beneficiaries the volunteers organised different youth activities with. They participated in
workshops that tackled various topics, including: the fight against prejudice; peace building; the
promotion of co-operation on a European level; they taught languages; they spread information
on HIV/AIDS prevention; designed, created and wrote new projects; exchanged information;
and often did a lot of simple daily tasks. However, it is difficult to describe a single sensation of
the other culture, a moment of cognition, revelation of invitation or rejoicing, in the success of
figures.

This initial influx of volunteers produced a very important result. During these Large Scale projects
and multilateral EVS projects, organisations from the region and EU countries got to know each
other and learnt to work together. The regional organisations became aware of EVS management
through learning by doing. The organisations initiated their own bilateral EVS projects and the
number of EVS volunteers slowly increased. These organisations’ positive experience gradually
attracted other organisations, thus increasing the variety of EVS projects. The most prominent 19
promoters of EVS were the volunteers themselves, who established contacts with their peers

Building Common Ground

during their EVS experience and stayed in touch for a long time after. The interest of young
people from the region in EVS projects grew as well, and EVS gave some young people a chance
to leave their countries for the first time.

The SALTO SEE Resource Centre gave its support to organisations involved in EVS. In fact,
SALTO SEE was challenged to build up a support system for EVS similar to those in Programme
Countries. This was done with limited resources and a lack of involvement of Governments in
the region. The lack of accreditation, the irregular and interrupted EVS training cycle and the lack
of organisations’ experience in EVS management affected the quality of the projects. When the
quality of EVS projects is in question, volunteers often experience difficulties with the people they
work and live with. The development of accreditation increased the organisations’ awareness
of EVS itself and the projects became more visible through the ‘Expression of lnterest’ (EI)
database. The regular EVS training cycle became a significant resource for individual support to
volunteers and their understanding of the learning processes they were going through. Ensuring
of quality standards, a number of trainings, information activities and a chance to apply for EVS
projects to the Education, Audiovisual & Culture Executive Agency (EACEA) saw the number of
EVS volunteers grow rapidly reaching three digit figures annually.

Impact
The further development of EVS projects in the region depends on the level of understanding
of such programmes within the local communities and countries themselves. Compared to
early 2000, the comprehension of the work of civil society organisations and concepts such
as volunteering and non-formal education in societies has increased. The public institutions
themselves began to develop policies on support measures and the promotion of such concepts.
The recognition and the validation of volunteers work and that of non-formal education directly
improves the conditions for each EVS project. Nowadays, Anna wouldn’t have such a big problem
solving her residence permit because the Law on volunteerism has now come into effect in
Croatia. Today this legislation exists in Croatia and the former Yugoslav Republic of Macedonia
and is being rapidly developed in other countries of the region together with other forms of
support.

The EVS projects in the region contribute to the promotion of volunteerism, non-formal
education, inclusion and youth co-operation. It can be realistically estimated that less than 5%
of individuals are involved in volunteering no matter if it is young people or the population in
general. Basically a small number of young people are involved in civil society organisations
and other civic initiatives. As a new and exciting opportunity for young people, EVS has certainly
contributed to the inclusion of young people promoting a wider concept of volunteerism as an
20
Building Common Ground

expression of active citizenship. There are examples in the region where organisations who
photo : Grupa “Hajde da…“

first became involved in EVS began to develop local volunteering programmes for young people
within their own communities. Many of these volunteers brought different experiences and
ideas contributing to organisational capacity building.

Young volunteers acquire new competences and develop positive social values and so gain
better positioning in the labour market. As a form of non-formal education, EVS shows plenty
of successful examples of individual development and career making. Some EVS volunteers
have continued to work on issues related to their EVS experience in their Sending Organisation,
international organisations and the public sector. Others have found themselves working in
other areas but the experience and skills acquired in EVS are of a lifelong benefit. Unfortunately,
non-formal education, like volunteerism has still not been fully recognized and cherished in the
region. There is still a very small minority of young people who participate in any form of non-
formal education. Fortunately, initiatives to recognize non-formal education are connected to
EU integration, and so slowly there are improvements in the recognition of and support to non-
formal education programmes. These programmes are becoming more visible every day.

EVS volunteers have been welcomed by organisations that have been primarily into non-formal
education, youth work and volunteerism. Given the EVS impact over the years, the developments
in volunteering and positive trends in the development of the Youth in Action Programme in the
region, the number and the quality of EVS projects is expected to further grow. The next step is
to include more organisations, but also public institutions. Very few public institutions in region
have been accredited so far. Non-governmental organisations that primarily deal with disability,
social exclusion, equal opportunities, health, and minorities have also not been involved in EVS
in any significant number. Their inclusion would enable EVS projects to extend their programmes,
support the existing work and provide new learning opportunities for young people.
 21

Building Common Ground

EVS in South East Europe in numbers and figures

photo: Youth Cultural Centre Abrašević

Number of EVS promoters in South East Europe listed in the European database on accredited
EVS organisations on 5th November 2009

Accredited
Accredited Accredited Accredited as
Organisations
as Sending as Host Co-coordinating
(total per
Organisations Organisations Organisations
country)
Albania 5 4 2 7
Bosnia and
22 24 17 29
Herzegovina
Croatia 13 10 10 16
FYR Macedonia 27 24 17 31
Montenegro 4 4 4 4
Serbia 28 21 23 34
UNMIK/Kosovo 1 2 1 2
TOTAL SEE 100 89 74 123

Looking at the table, you might be wondering why the numbers don’t match - why is the number
of accredited organisations per country smaller than the total amount of the accredited
organisation as Sending, Host and Coordinating. It is simply due to the fact that in many cases
the same organisation is accredited for various roles – Sending, Host and/or Coordinating.
Please note that the numbers change almost daily. For up-to-date information, please check the
database on the website of the European Commission (http://ec.europa.eu/youth/evs/aod/
hei_en.cfm).
10
22 EVS projects with South East Europe implemented in 2007
and 2008
Building Common Ground

3. Total number of projects involving the countries of SEE

under Action 2 in 2007 and 2008, decentralised and
centralised levels of selection

2007 (in total 124 projects) 2008 (in total 144 projects)
centralised 13 11
decentralised 111 133

2. Projects involving the countries of SEE under Action 2 in

2007 and 2008, decentralised and centralised levels of
selection

BEF BEF EAC

AT BG CZ DE DK EE ES FI FR GB GR HU ISL IT LT LU LV MT NL NO PL PT RO SE SI
L R EA

2007 2 4 1 0 2 10 1 3 10 3 27 1 2 2 0 11 0 0 4 0 4 1 5 3 3 4 8 13
2008 3 1 3 3 6 11 0 4 11 3 21 1 7 2 1 8 3 1 1 1 4 2 16 9 0 3 8 11
 10. Action 2 projects sending volunteers from SEE in 2007
and 2008 (involvement of SEE countries), decentralised
level of selection 11
23

Building Common Ground

AL BA MK HR ME RS
2007 2 12 16 7 0 20
2008 7 14 30 9 4 21

11. Action 2 projects hosting volunteers in SEE in 2007 and

2008 (involvement of SEE countries), decentralised level of
selection

AL BA MK HR ME RS
2007 0 32 24 7 6 18
2008 0 20 19 7 7 17

19. Type of activity in Action 2 projects involving countries

of SEE (individual / group EVS) in 2008, decentralised level
of selection
Individual and group EVS
5%

Group EVS
24%

Note: The figures regarding type

of activity in Action 2 projects
Individual EVS above are almost equal for 2007
71% (74% Individual EVS; 20% Group
EVS; 6% Individual and group
EVS).
10
24
Building Common Ground

Volunteers going to and coming from South East Europe in the

photo: MOVIT

period 2008 - 2009

About 130 - 140 volunteers annually have been taking part in EVS training sessions organised
within the training cycle for volunteers by SALTO SEE in South East Europe in 2008 and
2009.12

About 2/3 of these volunteers have been hosted in a country of SEE; 1/3 have come from SEE
and have been hosted in a Programme country.

Of the volunteers going to South East Europe, about 3/4 have been hosted in Bosnia and
Herzegovina, the former Yugoslav Republic of Macedonia or Serbia. Over 1/3 have come from
France, the remaining 2/3 from various European countries.

Volunteers coming from the region have been hosted in a variety of countries all over Europe;
the majority have been hosted in the countries bordering the region, those in the South of
Europe and Germany.

12
This number might not equal
exactly the number of volunteers
actually coming from and going
to SEE. We estimate that about
5 – 10 % of volunteers have not
been taking part in the training
cycle organised by SALTO SEE
during this period.
 11
25

Building Common Ground

How can this information be useful for me and my organisation?

photo: Youth Cultural Centre Abrašević

• You can find more about organisations in your area that have participated in EVS projects
and learn about their experiences.
• Some EVS volunteers may already live in your area. You can find out about their experiences
or discover something from the ones that have finished EVS.
• You can use the current EVS project results published and the current publications and
researches as an inspiration and example in creating your own EVS projects. Share your
experience and results!13
• You can check if you are familiar with the volunteer work legislation in your country.
• Which forms of recognition and validation of non-formal education can be detected in your
country?
• Discover if you can draft an EVS project promoting non-formal education and volunteerism!
How do other EVS projects do it?
• List the 10 most important pieces of information and arguments to encourage a young
person to apply for an EVS project.
• Could your organisation support other inexperienced organisations to step into EVS? How
would you do it?
• Challenge yourself, picture a public institution, how would you present EVS to it?

13
Consult and share your good
practice for instance on the
Database of good practice
projects with Neighbouring
Partner Countries on the
SALTO-YOUTH website at http://
www.salto-youth.net/NPC_good_
practise_projects/ .
 EVS Project Management
26
Building Common Ground

EVS Project Cycle and Phases

Now, let’s check your knowledge about projects in general: Which are the main phases of any
project? And a more specific question: Which are the phases of an EVS project? (The answer is
somewhere in the first pages of this publication).

In many aspects, an EVS project is similar to other projects that you or your organisation might
implement. In any project you plan and prepare, then you implement, and finally evaluate after
the project activities are completed. It is the same with an EVS project – obviously you can host
the volunteer before you finish all the necessary preparations, but note, you cannot just close
the project without evaluation and reporting.

Nevertheless, EVS projects are specific and differ from other projects in a number of aspects.
These are some of them:

1. Firstly (and you should already know this one), European Voluntary Service is part of the
Youth in Action Programme of the European Commission. Thus, all EVS projects must be
implemented according to the rules and procedures of the Programme, (application forms,
deadlines, financial rules...). Some of the basic rules are included in this handbook while
others can be found in the Youth in Action Programme Guide.
2. An important aspect of EVS projects is the accreditation. Usually you are not asked to be
accredited in order to implement other projects, even when doing other types of projects
under the Youth in Action Programme. However, in order to coordinate EVS projects and to
be able to send and host volunteers, your organisation has to be accredited in advance.
Accreditation serves to gain access to EVS and to ensure a common quality standard in
EVS.
3. Each EVS project is based on an international partnership, (composed of Sending
Organisation, Host Organisation, Coordinating Organisation and volunteer/s). Naturally, the
partners come from different countries, it is this that brings the process of partnership-
building and project implementation to a more advanced level.
4. Finally, quality in preparation, intercultural dimension, recognition of learning and other
elements are much more complex and demanding in EVS projects in comparison to other
actions in the Youth in Action Programme.
Framing the EVS project
In general, projects should be easier to understand if they are put into a frame; even more if the 11
27
frame represents a graphic timeline of the project cycle. From our experience, this should also
work with EVS projects. Let’s try. Look at the graphic timeline below for a few minutes and try to

Building Common Ground

understand what happens in each phase of the EVS project.

The latest 6
weeks before
the start of the
EVS activity
Preparing
the activity
agreement

EVS project
Accreditation received

Partnership
building; EVS training cycle
preparing
project
application EVS service
Submitting
Expression
of Interest (EI) Project Reporting
approved!

Applying for Volunteer Volunteer

Accreditation
a project arrives leaves
procedure

EVS Activity
Pre-payment Final payment
(70% - 80% of of the grant
the grant)
10
28
Building Common Ground

Did you notice how short the time is between the volunteer’s arrival and departure when
photo: Youth Asssociation creACTive

compared to the whole project duration?

In fact, though an EVS service might last for only six months, sometimes even shorter, the
whole EVS project may take up to 24 months. Considering the fact that there is an accreditation
procedure before the project itself and reporting after it, it takes a long time to get prepared,
implement and evaluate an EVS project.

When analyzing the timeline, please keep in mind that it refers to a simple EVS project, which
includes only one EVS Activity. EVS projects sometimes have other phases as well, which we did
not include here. We also assumed that the EVS project was immediately approved, which is not
always the case; but hopefully, it will be with your project.

The notes that follow are a narrative explanation of each phase of the project cycle. Read them
carefully and try to connect them to what was graphically presented in the diagram.

• Accreditation. Every organisation that is interested to send or host EVS volunteers first has
to be accredited for being the Host, Sending and or Coordinating body. The accreditation
procedure is launched by filling in and submitting the ‘Expression of Interest’, as well as
other required documents. The accreditation procedure might last for a month or two (or
even longer), and thus it is important to plan for this in advance. For detailed information
regarding the process of accreditation see the accreditation guide “Stepping into EVS”14,
published by SALTO-YOUTH SEE.

• Partnership-building starts after the organisation receives EVS accreditation. It is a process

that may last for a couple of months (or longer), as it includes the time necessary for
looking for partners – Host/Sending Organisations and potential volunteers, as well as for
establishing functional relationships between all sides of the project. This is the time to
14
Accreditation guide “Stepping
into EVS” can be downloaded agree about all details of the EVS project, to decide about the application deadline and the
at: http://www.salto-youth.net/
download/1650.pdf
place to apply (National Agency or Executive Agency). The application form itself should also
 11
29

Building Common Ground

be prepared during this period. The concept of partnership is described in more details in
the section “Quality in Partnership”.

• Selection of a volunteer may take place either before or after applying for the project
application form.
• The Activity Agreement can be prepared, signed and submitted either before or after
filling in the application form.

• The project application form can be sent to the Executive Agency in Brussels (if application
is by an organisation from South-East Europe), or to a National Agency (if application is by
an organisation from a programme country). There are three deadlines per year available
for applying to the Executive Agency (1st February, 1st June and 1st September), and two
additional for applying to a National Agency (1stFebruary, 1st April, 1st June, 1 September and
1st November). It usually takes 2 to 4 months to receive the selection results, and find out if
your project has been approved.

• After the project is approved, the applicant (Coordinating) Organisation receives a contract to
sign. Upon signing the contract, the Executive Agency or National Agency sends pre-payment
for the project, which is 70% to 80% of the total grant.

• The EVS project starts. The date assigned for the project start in the application form is the
date when first costs related to the project can be made.

• The EVS Activity starts. The volunteer has still not left their home country – the actual EVS
service is only one part of the EVS Activity. Pre-departure training takes place in the country
of the volunteer. In this period of time, the Sending Organisation prepares the volunteer for
the project.

• The EVS volunteer arrives in the host country and the EVS service starts.
 • During the EVS service, the project activities are implemented. On-arrival and Mid-term
evaluation are held in the host country. The EVS service ends after the time period indicated
10
30 in the application form (2 weeks to 12 months). The volunteer leaves the host country.

• The volunteer has a final evaluation meeting in their home country. The Sending Organisation
Building Common Ground

organises support for the volunteer upon their return to their home country.

• The EVS project ends. Last costs can occur on the last day of the project, as stated in the
application form.

• Final report for the EVS project should be submitted at the latest two months after the
project ends. All partners in the project should submit a final report.

• After the final report is approved, the applicant/Coordinating Organisation receives the
remaining 20% to 30% of the grant.

To have a clearer and more realistic vision of the timetable, we have created an example. But
before reading it, please keep this in mind: if the graphic timeline above was a simplified
generalisation, then this is an even more drastic one. In reality, the timeframe of an EVS
project depends on many different factors. You might need a much shorter or longer time
period to implement your project.

For example: if you are planning to host your first EVS volunteer during autumn/winter, then you
should submit your Expression of Interest a year before. If everything goes well, your organisation
should receive the accreditation by the end of February. If you manage to find partners and to
prepare the project application form during the next couple of months, then you could use the
deadline of 1st June to apply for the project. In this case, you would probably receive the results
by the end of August. The project starting date could then be 1st October, while the volunteer
would have the Pre-Departure training during October or November. The volunteer will then
arrive on the 1st December, and stay until the 1st September of the following year (9 months).
The EVS project ends on the 1st December, and the final report is submitted by the following 1st
photo: Youth Asssociation creACTive

February. The National Agency decides about the reports and probably during April it informs
the applicant (Coordinating Organisation) that the report has been accepted. After few months
the final payment is completed.

What did we assume in this case? Firstly, that the project application is submitted to a National
Agency. Usually more time is required when you apply to the Executive Agency. Secondly, we
assume that the National Agency answers positively, both on the application and the final report
– this is not always the case!

Please keep this in mind only as an example, not as a guideline. In fact, each EVS project is different
and unique, though it should always follow the rules of the Youth in Action Programme.
 31

Part B.
Quality in EVS
 Hopscotch to Quality in EVS15
10
32
Quality in EVS

The approach to quality in EVS in this publication could be presented as in the

Hopscotch model below. It goes beyond effective project management and
underlines key quality aspects (and potential “crisis points”) within an EVS
experience. The following chapters deepen the understanding of each “quality
step” by offering reflection points and practical strategies on how to ensure
successful passing through the fields of the EVS hopscotch.

Learning
In EVS
Conflict
Intercultural management
learning

Support
system

Key aspects of quality

in EVS Preparation for
International hosting
partnership

Inclusion in EVS

15
The model of “Hopscotch to
Quality” was originally developed Reflected
for the SOHO training course
programme by Darko Markovic, practice
2008.
Your Involvement in EVS as “Reflected Practice”
11
33

Quality in EVS
Perhaps, the story about ensuring quality in EVS starts even before you have
really got involved in it. It starts with questions for (self-)reflection:
• Why do I and my organisation want to get involved in EVS?
• What are our values and principles that we would like to promote through
EVS?
• How do we understand the aims and the concept of EVS?
• How is the concept of volunteering and voluntary service understood in our
community and our country, in general?

Where do you stand?

Read the following statements and see whether you agree more or disagree more with
each one:
• For volunteers, EVS is primarily a good preparation to get a better job.
• If there is no visible impact on the local community, you should stop organizing EVS.
• EVS is mainly about the individual learning of the volunteer.
• Even in a badly organised EVS, the volunteer can learn a lot.
• The main aim of EVS is to develop European citizens.

Answering the statements above might bring some additional clarity about your
own approach to EVS, especially with your own values, principles and practices
being reflected on. This will support you to become more communicative with your
potential EVS partners. It can be a good idea to check your own understanding of
EVS against the official principles laid down in the EVS Charter16 and exchanging
your views with your potential EVS partners.

As you may see in the Charter, EVS is best understood and defined as a “learning
service” and one of the main challenges of each EVS project is how to reach the
balance between those two aspects – ‘learning’ and ‘service’.

Learning in EVS is mostly built into real life experience as well as actual volunteer
activities. It must be clear that there is no set recipe as to whether this ratio
should be at 50:50 or 55:45 or 40:60 or… In fact, this is very much influenced
by your own and your partner’s understanding of EVS practice. Due to various
reasons, your approaches could be similar or they could be very different, the
latter in particular being potentially conflictual. So, let’s see the main “tensions”
that often emerge and how they can be resolved in order to reach an agreed 16
The European Voluntary
Service Charter can be found in
balance. the Programme Guide
 As shown in the picture below under the “learning dimension”, one of the key
10
34 areas for misunderstanding in EVS is linked to the following questions: is it only
about the learning of the volunteer or is it the organisations involved in EVS
(particularly, Host Organisations), who learn something as well? If yes, what
Quality in EVS

do they learn? And are they open for learning and for truly being a “learning
organisation”?

Learning Service

EVS
EVS as a “learning
service”

Individual Organizational Citizenship Employability

Non-fornal Informal Local European

Another learning dilemma in EVS is linked to the understanding of the terms

“informal” and “non-formal” learning17. In fact both of these aspects are present
in the EVS learning experience. It is true that volunteers learn a lot informally
by being immersed in their life experience abroad. However it is still important
to ensure the non-formal learning dimension in EVS, which demands more of a
planned and structured approach to learning from the organisations involved.

On the other side of this rocker, under the “service” aspect, it is important to
17
For more information see
the chapter: “Support and check your own understanding of the reasons for voluntary service. Is it more
Recognition of Learning in EVS”
in this publication
about providing young people with relevant work experience and the learning
18
For more information of new skills and competences which will help them become more employable
about history and reasons for
voluntary service, take a look at in the future? Or is it more about enabling young people to act as real active
sections 1.3 and 1.4 in the T-kit
International Voluntary Service.
citizens, helping their own/other’s communities in dealing with important issues
p. 11-15 and problems?18
 11
35

Quality in EVS
photo: Slavica Panova and Petra Pekovec
Finally, is it also a dilemma of “local vs. European”: is it more about working for the benefits
of the local community in the host country or it is more about promotion of European values,
identity and citizenship?

There are no “correct” answers to these dilemmas, but they are worthwhile thinking through
and communicating your thoughts and beliefs to your partner organisations and your
volunteers. Having a dialogue about these aspects with your partners is a good way to avoid
misunderstandings based on different values, concepts and motivation to get involved in
EVS.
 Inclusion in EVS
10
36
Quality in EVS

Reflection exercise – selection of volunteers:

Imagine yourself being a representative of the Host Organisation who is about to select a volunteer for
your EVS project. You have received two volunteer profiles:

• A 25-year old girl, just finished her studies in sociology, willing to have a year off to consider her
future and gain some intercultural experience, has a good command of English and is very motivated
to work in a social project.

• A 19-year old boy, who left school when he was 16, living in challenging neighbourhood in a suburb
of a capital city, has interest in sports, but very basic English language competence, his main
motivation is to get any useful skills which might help him in getting a job.

Who would you select? Why?

The simple dilemma in the exercise19 above tests us and raises many essential
issues regarding our own approach to and understanding of EVS. Moreover, it
hits the very heart of the core values and history of European Voluntary Service,
as well touching the issue of inclusion as one of the main quality aspects in
EVS.

“(Social) inclusion is the process by which efforts are made to ensure that everyone, regardless of their
experiences and circumstances, can achieve their potential in life”.
- Edinburgh Youth Social Inclusion Partnership.

“Inclusion, in practice, is an on-going participative process (a process that recognises that young
people are the experts of their own lives, that empowers individuals to control the process and set
the agenda according to their current circumstances) that equips young people, irrespective of age,
gender, sexual preference, ethnicity, belief, socio economic status or ability, with the skills, knowledge
and opportunities necessary to actively participate (having the power and the opportunity to contribute,
and having that contribution recognised and respected) as equal citizens at all levels of society…”
- Going International – Opportunities for All, p.7-8, SALTO Inclusion RC.
19
Inspired by the exercise
“Making the right match” from
the SOHO training course.
In fact, back in the mid 90s, there were many mobility and voluntary exchange
possibilities in Europe. However for most of these there were various requirements Alen Murga from Livno, Bosnia
Herzegovina, volunteered from
for participation – either a status (e.g. student), or certain level of professional June to December 2003 in Fürst 11
37
expertise or a substantial participation fee. It was clear that these things were Donnersmarck Haus in Berlin,
barriers for many young people to benefit from these opportunities. And that’s how Germany.

Quality in EVS
a vision was born – to create a new voluntary exchange programme, which would
Alen worked and lived with
be open for ALL young people, regardless of their social, economic or cultural disabled people. 128 persons live
background. Such a programme would provide young people with important non- permanently in the Centre. His
formal learning opportunities. It would provide possibilities to gain important work started early in the morning.
His tasks with the disabled people
personal and professional competences, enabling them to get better integrated included waking them up, helping
into society and the labour market. It would become a means of combating social them to take a bath, dress and
exclusion and therefore one of the main priorities would be “inclusion of young have breakfast, and also taking
them outside for a walk in the
people with fewer opportunities”. And that’s how EVS was created20 street, in a park, or through the
city.
Essentially, when speaking about EVS we should never forget the original
inclusion idea, which is still the driving force and one of the main priorities of the Alen had not worked with disabled
people before coming to the
Youth in Action Programme. Unfortunately, in reality, very often it is not the case Fürst Donnersmarck Haus. Even
that young people with fewer opportunities have priority in our EVS projects21. though he felt a bit insecure in
Sometimes, we select people who would be rather “easier cases” to manage the beginning, he had a great
time in the project and got along
or more useful “helping hands” in our organisation, and so fail to use the full very well with the inhabitants and
potential of EVS as a tool to combat social exclusion. In fact, EVS is a powerful staff at the Centre. He felt that
experience that can change lives, even in some cases the only opportunity for working with disabled people can
be hard sometimes but is always
a positive change, to break the vicious circle of discrimination, and empower a rewarding.
young person to take an active role in his or her own life.
Language was no problem for
Alen who speaks German fluently.
From 1992-1999 he had lived in
Who are “young people with fewer opportunities”? Germany with his parents because
of the war situation in Bosnia
Herzegovina. The EVS programme
Following the Programme Guide definition, “Young people with fewer opportunities was a good opportunity for him
are young people that are at a disadvantage compared to their peers because to come back to the country
where he had spent most of his
they face one or more of the situations and obstacles mentioned in the non- childhood and to do something
exhaustive list below. In certain contexts, these situations or obstacles prevent useful at the same time.
young people from having effective access to formal and non-formal education,
The German team before Alen’s
trans-national mobility and participation, active citizenship, empowerment and departure: “We all miss Alen,
inclusion in society at large”22. The most common types of obstacles these even before he is leaving Berlin
young people face are: social (e.g. young people facing discrimination), economic tomorrow“
(young people in long-term unemployment or poverty), disability (young people 20
For more information about the history of EVS, see the
with mental or physical disabilities), educational difficulties (e.g. early school booklet “Use your Hands to Move Ahead”, published by
leavers), cultural differences (e.g. immigrants or refugees), health problems (e.g. SALTO Inclusion RC, it can be downloaded from: http://
www.salto-youth.net/inclusionforall/
young people with chronic health problems) and geographical obstacles (e.g. 21
For example, in the YOUTH programme in 2003, only
19% of all EVS projects (long and short-term) involved
young people from remote or rural areas). For a detailed description of those, young people with fewer opportunities: SALTO YOUTH
please consult the latest version of the Programme Guide. Inclusion Resource Centre. “Use Your Hands to Move
Ahead”. 2006. Brussels. p 4.
22
European Commission. Youth in Action Programme
Guide. 2009. p 5.
10
38
Quality in EVS

photo: Slavica Panova and Petra Pekovec

Inclusion measures in EVS

Apart from the general intention of the Youth in Action Programme to ensure that
all the projects, including European Voluntary Service are open and accessible
for all young people, there are a number of specific practical measures that can
help project organisers in fulfilling this task. Specifically in EVS in the case of
young people with fewer opportunities there are several “inclusion measures”:
• There is a possibility to organise shorter EVS activities (previously called
“short-term EVS”), with a minimum of 2 weeks, which provide the possibility
to make a tailor-made mobility opportunity, adequate to the needs and reality
of any individual. Plus there is a possibility to take part in another EVS Activity
within the total duration of 12 months.
• Following the specificities of the living realities of some young people, there is
a possibility to take part in EVS from an earlier age – from the age of 16.
• There is a possibility to have an advance planning visit to the Host Organisation
before the actual EVS Activity in order to ensure all the conditions for living,
working and learning in EVS.
• The costs related to a reinforced mentorship for a young person with fewer
opportunities can be covered and can include the preparation stage as well
as the duration of the stay abroad.
• Justified exceptional costs related to the needs of a young person with fewer
opportunities can be met, (e.g. additional health care, special premises or
equipment, additional accompanying person, additional personal expenses
23
European Commission. Youth in the case of economic disadvantage etc.)23
in Action Programme Guide.
2009. p 60.
Making our EVS projects more inclusive!
Ruta from LITHUANIA was an
EVS volunteer in Montenegro for
Clearly, working on enhanced inclusion in EVS we would certainly need a bit more 8 months in the youth NGOs ADP 11
39
careful planning and management and certainly more sensitivity and awareness. ZID and SOS IN MONTENEGRO
The following are recommendations from the “Inclusion Strategy of the Youth in

Quality in EVS
Action Programme”24 : During her stay in Montenegro,
Ruta had the opportunity to
support the work of two NGO’s
• An EVS project with young people with fewer opportunities should be
and work on different tasks
embedded in a process before and after the actual project and not remain and activities. In the summer
an isolated event. period she was supporting the
• When preparing and implementing inclusion projects, particular emphasis organisation of international
needs to be put on the analysis of the profile and needs of the young people camps for ADP ZID in Montenegro.
and a corresponding tailor-made and supportive approach adopted. She was assisting with the
placement of young people
• Inclusion projects should focus on young people’s competences and aim at
from abroad, the organisation of
developing their potential, rather than focussing on deficits and problems. workshops and the preparation
• A solid partnership between the organisations and individual youth workers of technical equipment. Ruta also
involved in a project should be established based on commonly agreed took part in and learned from the
objectives, concepts and methods. programme.
• Projects should possibly be implemented in association with other national,
She really liked this, as she says,
regional or local inclusion programmes and persons and institutions outside learning through games, but also
of the project context (family, school, etc.). the more serious work she was
• The step-by-step approach should be encouraged for young people with fewer involved in: “… Serious work for me
opportunities, for instance starting with a youth initiative or youth exchange, started in the autumn; I think....I
then continuing with the voluntary service, moving on from a short-term EVS became more engaged with
topics such as violence against
to a long term EVS etc.
women, human rights, equality,
peace etc., because I faced it
For more practical ideas about how to set up a step by step approach in working in practice. To make it clearer, I
with young people with fewer opportunities in EVS, there are several practical should probably say that I worked
booklets published by the SALTO Inclusion Resource Centre, e.g. “Going in an SOS hotline for women and
International – Opportunities for All”, “Use Your Hands to Move Ahead” etc.25, girls, victims of violence. Although
the profile of the work is quite
there is also the booklet “Get Involved” about short-term EVS26, as well as the
stressful, it is meaningful to do,
inspirational booklet, “Including all with the ‘Youth’ Programme”, published by for sure”.
the European Commission27.

24
European Commission.
Inclusion Strategy of the Youth in
Action Programme (2007-2013).
2007. CJ/05/2007-2-EN.
25
Inclusion booklets: http://www.
salto-youth.net/inclusionforall/
26
Get Involved. NA. Poland:
http://www.youth.org.pl/s/p/
artykuly/7/7/get_involved.pdf
27
Including All with the Youth
Programme: http://www.salto-
youth.net/inclusioninspiration/
 Quality in Partnership
10
40
Quality in EVS
Alice Salza from Torino, Italy,
was an EVS volunteer in the
Volunteers’ Centre Zagreb (VCZ)
in Croatia.
Alice was involved in the project
Human Rights Messengers,
organised together with SCI Gate.
She was working in a team in the
summer work camps of VCZ that
was running workshops and doing
other work related to human
rights education. She also helped
to prepare a publication about
non-formal education and human
rights issues.
“According to my tasks”, she
says, “I had the chance to travel
a lot, and for me this was a great
opportunity to discover different
places, to get to know many
people. I enjoyed this aspect of
my work a lot!”
Partners needed! Good partners needed!
Good relations with partners needed!
When speaking about partnership in the framework of the Youth in Action
Programme, it should be noted that it is not only important to find partners for
your projects, but also to establish strong, reliable and responsible relationships
with all sides of the project. This is also true about EVS projects. To recap, an EVS
project is composed of a partnership between the volunteer(s) and the Sending,
Host and Coordinating Organisations. All these actors involved in the project
have specific tasks and responsibilities that should be completed. In addition,
most of the tasks require communication and coordination among the partners.
Thus, a high quality project can be reached only if good relations are established
inside the partnership.
Who, where, what, how?
Who are eligible partners?
According to the rules of the Youth in Action Programme, a partner in an EVS
project (Sending, Host or Coordinating Organisations) can be:
• a non profit/non-governmental organisation; or
• a local, regional public body; or
• a body active at European level in the youth field; or
• an international governmental organisation; or
• a profit-making organisation (only when it organises an event in the area of
youth, sport or culture)
There are no restrictions regarding the type of partners you choose. For example,
if you are preparing a project through your non-governmental organisation, you
can still have a local public body as a project partner. It is up to you to find the
partners you work with, you just have to respect the division between Programme
and Partner Countries. EVS volunteers from Programme Countries can do their
EVS placement in both Programme Countries and Partner Countries. Young
people from Partner Countries (like the countries of South East Europe) can only
be volunteers in Programme Countries. In practice this means that organisations
from South-East Europe cannot exchange volunteers among themselves.
When it comes to potential volunteers, you only need to remember that the
Programme is open to all young people aged 18 to 30, regardless of their social,
cultural, educational or economic background. 11
41
Of course, when you are identifying organisations and volunteers to do a

Quality in EVS
project with, you should keep in mind your expectations, the project theme,
the organisations’ profile, the volunteers’ interests and many other important
factors. It is really a challenge to find the right partners and volunteers for the
right project.

Where to find partners?

There are a number of ways in which partners can be found for an EVS project.
There are also differences in the order in which the partnership can be
established. Sometimes the Sending Organisation contacts Host Organisations
regarding potential EVS projects. In other cases the volunteer gets in touch with
a Sending Organisation, which then looks for an available Host Organisation.
Sometimes the volunteer finds a Host Organisation by themselves, and then
looks for a Sending Organisation.

In general, the best way to find a partner organisation is to check the official
database of accredited EVS organisations, managed by the European
Commission. There you can search for EVS projects according to various criteria,
including topic, country, project length and similar. The database is especially
convenient for young people interested in EVS, because using it they can access
all EVS projects online. Your organisation will also be added to this database as
soon as your EVS project is accredited.

Take part in contact-

making and partnership-
building activities

Ask colleagues from

Publish an open call
other organisations

How to find
partners?
Remind yourself about Remind yourself of
people you have met your contacts from
at seminars or other other countries How to find partners for
projects EVS projects
Use internet: databases,
forums, mailing groups,
web pages

10
42
Quality in EVS
Zoran Misovksi from Struga,
Macedonia, was an EVS
volunteer in Spain
Zoran’s host organisation was
the Youth Service of Murcia in
Spain, where he was volunteering
in the Youth Department of the
Municipality of Murcia.
He explains: “The most important
(part of my stay) was my work in the
Municipality. I learned a lot about
how to work successfully with
youth on local level. Now, within
our process of decentralization in
Macedonia, I use this experience
together with my organisation
to lobby for the creation of local
youth policies.” Zoran and his
organisation, Youth Forum EYE,
are now involved in the promotion
of the Local Youth Action Plan,
together with the Municipality of
Struga.
“During my stay in Spain I met a lot
of interesting people and made a
lot of friends. Very exciting for me
was my meeting with the Spanish
crown prince”, says Zoran.
However, you may also choose another approach when looking for partners. If you
have taken part in any international projects in the past, you can always contact
the people you have met there. If you have not participated in any, maybe some of
the members of your organisation have? Practices of various organisations show
that contacting colleagues from other countries that you already know may be of
great use. Even if they do not work with Host/Sending Organisations, they might
be able to recommend you a reliable organisation from their country. Thus, it is
strongly recommended to take part in international projects or events organised
by various organisations, National Agencies or by SALTO-YOUTH SEE Resources
Centre; especially in ones that are aimed at contact-making and partnership-
building.
Modern trends
In recent times, organisations are becoming more creative in using the internet
to find project partners. At this time there are a large number of Yahoo/Google
mailing groups, web pages and Facebook groups devoted to the presentation of
projects and searching for interested organisations and volunteers. SALTO SEE
has launched an online Forum for finding partners for Youth in Action projects.
In addition, you can also sign-up to the SALTO SEE’s online newsletter in order to
receive announcements about various projects and events organised by SALTO
or by other actors in the field.
Nevertheless, it is important to be careful when selecting partners through the
internet. If you do not know the organisation personally, it is always useful to
check their web page or to ask for references regarding their work.
What do partners do?
The list of tasks that organisations have in the process of implementing EVS
projects depends on the role that they take. Sending, Host and Coordinating
Organisations have many tasks in common, but they also have a number of
different tasks and responsibilities.
To help you in understanding the order of tasks and the usual division of
responsibilities between the partners in an EVS project, we are including an
example of a project. In this example, a volunteer from a Programme Country
is sent by their Sending Organisation for an EVS service in South-East Europe.
The project was applied for by the Host Organisation to the Executive Agency in
Brussels. Consequently, the Host Organisation takes over the role of Coordinating
Organisation for the project.
Important to remember: This example includes only one EVS Activity, one
volunteer, and one Host and Sending Organisation. It shows just one possible
scenario for the division of tasks, it is not necessarily always like this. This example 11
43
also assumes that the initiative for this project was taken by the volunteer, who
contacted the Sending Organisation regarding potential EVS Host Organisations

Quality in EVS
in South-East Europe. We already mentioned that it is possible for the Sending
and Host Organisations to establish a partnership themselves and to identify a
volunteer afterwards.

Before the EVS service starts:

• The Sending Organisation provides the volunteer with detailed information Matea from Slovenia was a
about EVS volunteer in Belgrade
• The Sending Organisation supports the EVS volunteer in finding and
contacting potential Host Organisations “As I said before, there are the 12
of us in “Hajde da…”, but having
• At the same time, the Host Organisation prepares the task description for the Matea was like having one more
volunteer, and undertakes a process of volunteer selection member in the organisation.”,
• After the volunteer is selected by the Host Organisation and the partnership recalls Jelena from the team of
is established, the Host Organisation starts a process of preparation for the “Hajde da..”, a youth NGO from
project application form. The Sending Organisation is also expected to get Belgrade.
involved in this process
Matea was part of the team
• The Host Organisation facilitates the process of creating an Activity Agreement preparing, implementing and
together with the Sending Organisation, which also makes sure that the evaluating a Youth Summer Camp
volunteer is involved in this process and its follow-up activities. She
• The Sending Organisation prepares the volunteer before departure for the participated in the creation and
EVS service implementation of the programme
for a presentation of an animated
• The Host Organisation initiates a number of activities to prepare itself for TV serial for children and others,
hosting, particularly regarding the practical aspects of the project called “Down With Injustice!” She
• Together with the Sending Organisation, the Host Organisation ensures that helped with preparing materials
the volunteer is covered by the obligatory EVS insurance for the International NGO fair
• The Sending Organisation assists the volunteer in the procedure for getting a which took place in Novi Sad, in
visa/residence permit December 2004, where she was
also part of the team representing
• The Sending Organisation makes sure that the volunteer participates in pre- “Hajde da…”
departure training in the home country
The team of “Hajde da…” happily
During the EVS service: announces: “Matea initiated the
• The Host Organisation takes care of the following aspects: idea of a future Action 3.1 project
– a youth exchange which should
• Organises all practical issues regarding the project
take place next summer in Greece,
• Coordinates and implements the activities during the EVS project she developed it with some of us.
• Provides the volunteer with personal, task-oriented, and language Now we are waiting for an answer
support from the Greek National Youth in
• Ensures the volunteer’s participation in the on-arrival and mid-term Action Agency. Hopefully, it’ll be
trainings positive, as we all look forward to
working with Matea again!”
• The Sending Organisation keeps in contact with the volunteer and the Host
 Organisation. In case there are certain difficulties the Sending Organisation
is required to take part in the resolving of the issue
10
44
After the EVS service:
• The Host Organisation prepares the final report for the project, together with
Quality in EVS

the volunteer
• The Sending Organisation ensures the volunteer’s participation in the final
evaluation of the EVS project
• The Sending Organisation supports the volunteer in re-integrating back into
their society
• The Sending Organisation offers a possibility for the volunteer to develop
activities in their home country with the purpose of sharing their experiences
and for the dissemination of the results of the EVS project

In general:
• The Host Organisation takes the role of Coordinating Organisation, and
therefore has responsibility for the following aspects:
• Financial and administrative responsibility for the project to the Executive
Agency
• Coordinates the project in cooperation with the Sending Organisation
• Distributes the EVS grant according to the signed Activity Agreement
• Together with the volunteer and with the Sending Organisation, it completes
and issues the Youthpass certificate for the volunteer28

How to build quality partnership in EVS

Establishing a good relationship with your partners is not an easy task, especially
when most of the communication is done by e-mail or phone. It is difficult to trust
and rely on somebody you have never personally met, but in most cases this is
essential in order to implement international projects. Usually you do not have
the funds needed to travel and meet the potential partners. (It is possible to
ask for additional expenses for this purpose, which is done when applying for a
project that includes volunteers with fewer opportunities.) Thus, you have to build
a long-distance high quality partnership. To help yourself with this, try to follow
these guidelines:
• Establish open and honest communication from the beginning. Do not over-
exaggerate your work, capacities or working plans
• Be realistic about the description of your host project, or about the profiles of
the interested EVS volunteers
• Agree about the rules and principles for cooperation. Do not make changes
28
For more information see
section “Support and Recognition without consultation
of Learning in EVS”.
• Complete your tasks on time, and share information about the results
• Respect the agreed deadlines 24 year-old Jelena Ilic from
• Be efficient in your communication. Try to answer e-mails immediately and be Serbia participated as an EVS
volunteer in the Polish youth 11
45
available all the time
association Semper Avanti from
• If possible call your partner(s) - using phone, Skype, Messenger or other

Quality in EVS
Wroclaw.
communication tools
• Regularly check the situation and coordinate with each other about any Jelena joined a big team of local and
common tasks international volunteers preparing
• Provide your partner(s) with support and assistance. It is not possible that international youth cultural events
and manifestations. She was
everyone knows everything
involved in the preparation of a
• Stay motivated about the project big multicultural event, the St.
John’s Parade and performance
in the city of Gdynia in Poland, on
the Baltic Sea coast. She worked
There was something called an... together with almost 100 young
artists from 7 countries. She took
Activity Agreement part in the different workshops,
publicity, 2 big parades, 3
The Activity Agreement is a document that is prepared and signed in original concerts…
by all sides involved in the EVS project – all organisations and volunteer(s). It is “Girls who are not married make
aimed at ensuring a solid partnership among the promoters and volunteers in flower crowns to find out if they
each EVS Activity. will get married this year. They
throw them on trees, and the
The Activity Agreement formalizes the distribution of rights and responsibilities times they need to make the
crown stay on the tree indicates
for all sides. It also lays down the tasks, working hours, practical arrangements,
in how many years they will get
and the expected learning process and learning objectives of the volunteer(s). married”, explains Jelena. From
the Polish Slavic tradition.
Usually it is not necessary to send the Activity Agreement together with the
project application form, though you may do so. If signed later, it must be sent at Her task was to help in the preparation
the latest 6 weeks before the start of the EVS Activity. of workshops, prepare information
materials for the young artists coming
from other European countries,
All sides should be involved in the preparation of the Activity Agreement and divide them into rooms, show the
should agree about its content. In case of any substantial changes, all sides surroundings to them, and be their
should sign and submit a revised Activity Agreement. In case of doubt, the criteria guide and first contact person. “At
and rules of EVS (as set by the Youth in Action Programme Guide) should prevail the beginning, for a moment, I was
over any arrangements in the Activity Agreement. worried how, in which way, people
from all these countries will make
something new. They brought lot of
In Appendix 5d) of this handbook you can find the list of minimum requirements recognizable cultural things (music,
when preparing the Activity Agreement with your partners. national dances). For a few days
they created almost complete new
surroundings and offered it to the
audience. It was really amazing
to follow their preparations and to
give them technical and emotional
support”, says Jelena.
 Quality in Preparation: Getting Ready For Hosting
10
46
Quality in EVS

What to do with your partners

Task description

A couple of months ago you were drinking coffee in your favourite café when
an old friend entered and joined you at the table. Talking about work and life in
general, he introduced you to EVS – a European programme for the volunteering
of young people. In the period that followed you talked about this programme
with your colleagues, you found more information, analyzed the current work
and future plans of your organisation and concluded that you would like to start
hosting volunteers. Now, that you have the motivation, the next thing to do is to
start creating the task description for the volunteer.

To start with, try to

answer these questions: What is your project idea?

What are the project activities? What exactly should be done?

Which of these tasks could be done by an EVS volunteer?

What else could the volunteer do in your organisation?

What could the volunteer learn from the project?

Now try to define what the exact tasks of the volunteer in your organisation would
be. How do you envision the EVS project? How do you imagine the volunteer’s
involvement in the project?

A common mistake that organisations make when preparing the task description
is to take the organisation’s needs as a starting point for planning. This approach
is not right, as it is not focused on providing the volunteer with well planned
working and learning experiences, but rather on simply providing the organisation
with another staff member. EVS is not a programme created to support the 11
47
organisations when they need employees that they cannot pay for. At the other
end of the scale is another mistake that organisations make – not providing the

Quality in EVS
Edith Ginouvier from France
volunteer with any tasks at all. was a volunteer in YCS YMCA
Macedonia in Skopje.
To avoid making such errors before even applying for an EVS project, try to keep
in mind the following guidelines while creating the task description: Edith worked on the YCS YMCA
Macedonia project for help and
relief of refugees living in the
• The volunteer should not replace paid staff Prespa region in the Southwest
• The volunteer’s tasks should not include too much administrative work of Macedonia. These 52 families,
• Try to create as detailed a task description as possible, containing concrete around 140 people, live in a former
tasks and practical examples. It is also required to create daily and weekly hostel situated by the Prespa Lake.
timetables of proposed activities They are ethnic Macedonians
from Albania who had to leave the
• Try to present the task distribution using percentages – for example 30% country at the beginning of the
of the time on preparing and implementing workshops, 20% on promotional Nineties because of the political
activities etc and economic problems they were
• Volunteer’s ideas and initiatives should be welcomed facing. Most of them have been in
• Try to make a balance between the service and learning dimension of your Prespa-Macedonia for over ten
years, but their living conditions
project. On one hand, volunteer’s activities should be linked to the local
are still very difficult and have
community and to concrete project activities, while on the other they should not really improved during all
provide sufficient learning opportunities this time. Although they finally
received Macedonian citizenship
Planning the task description is something that you do when you are preparing in 2004, they do not have anything
the Expression of Interest. It is then revised and detailed when making the project to start a new life as Macedonian
citizens.
application and finally defined after the volunteer is selected. There should be
constant communication among the project partners during the process, and Edith was working with a group of
the volunteer’s specific needs, experiences and ideas should be included in the local and international volunteers
last stage. of YCS YMCA Macedonia on
raising awareness in Skopje
After your project has been approved, your EVS volunteer selected, and the task and Macedonia as a whole,
especially among young people,
description completed, try to ask yourself the following questions before starting of the hard living conditions of the
the project activities: people of this local community.
• Is the task description realistic? They organised humanitarian
• Does it correspond to the volunteer’s needs, knowledge and experiences? actions in cooperation with the
• Who will work together with the volunteer on this project? local authorities of Skopje and
Resen and the business sector
• What kind of training and task-oriented support should be provided to the
of Macedonia. On different
volunteer? How and by whom? occasions, they brought clothing,
• Are there any specific resources or working conditions that should be food and other supplies, spent
provided? time with the people and played
with the children.
At the end, feel free to make further changes and adaptations together with the >>
volunteer.

10
48
Quality in EVS
>>
Edith thinks that the most
important aspect was the
personal contact with the people:
“In addition to bringing clothes we
had the possibility to have a longer
talk with some of the people living
there and to ask them questions
about their background, their
situation here in Macedonia, and
their feelings and hopes for the
future. This part of the action was
without doubt the most interesting
one, since it allowed us to discover
their situation more deeply and to
establish a real relationship with
them. And it certainly also was an
important moment for them since,
as a man I interviewed explained
to me, it’s very rare that somebody
actually asks about and listens
to their story and situation here,
although they have a lot of things
to say about it.”
Selection of a volunteer
Before you continue reading this text, spend a few minutes reflecting on the
profile of volunteers that you would like to have in your organisation. Focus on
the skills, attitudes, motivation and past experiences that the volunteer should
possess.
Skils Motivation
Attitudes Experience
Having a clear task description and desired volunteer profile, the Sending
Organisation for your project can now start recruiting volunteers. It is best if the
process of selecting a volunteer is done together with your partner. However,
sometimes it happens that the Host Organisation is contacted directly by
interested volunteers. Even in these cases, the partnership has to be established
with a Sending Organisation from the volunteer’s country, and a Coordinating
Organisation has to be defined before the project application is made. However,
selecting the volunteer is not directly linked with submitting the application form.
Volunteers can be selected either before or after the project has been applied
for. Please Note: The National Agencies have different rules about this issue and
thus it is better always to consult before applying.
It is important that the volunteer you select shows interest in your project, the
volunteer’s background and experiences should correspond to the project theme.
To assure this the Host Organisations usually use application forms for interested
candidates. There is no official application form for volunteers, you can create
your own or use one that is already used by other organisations. An example
of such a volunteer application form can be found in Appendix 5a). Besides
application forms, it is also common to ask for a CV and motivation letter, or to
interview the interested candidates by phone. Such a selection process should
 11
49

Quality in EVS
photo: Grupa “Hajde da…”
result in the selection of a volunteer that would be suitable for your EVS project.

There are two important things to remember when selecting EVS volunteers:

1. Remain realistic with the expectations

2. Be open for volunteers with different backgrounds

One of the basic characteristics of the Youth in Action Programme is that it is

open to all young people. This means that you should be inclusive in the process
of selection and not set overly high requirements for potential volunteers. The
idea of selecting EVS volunteers is not to look for the perfect candidate who
would be able to implement a great project by themselves, but to choose an
interested young person who would be able to contribute to the project – and also
learn from it. Thus, it is neither realistic, nor according to the programmes ideals,
to look for a youth worker with 5 years of experience who would come to train
your young members and develop your organisation. As a Host Organisation, you
are required to be ready to provide the volunteer with task oriented support and
training according to the volunteer’s needs and projects requirements. Normally,
both sides would learn from this process, particularly in the context of sharing
knowledge, experiences and ideas.
10
50
Quality in EVS
Katharina Dieckmann from
Germany was an EVS volunteer
in the small village of Kuterevo
in the Velebit Mountains in
Croatia.
The village has 600 inhabitants. It
is located in a valley surrounded
by beautiful nature and forests.
This natural environment has
been used for a sanctuary of
bear orphans. By means of village
and mountain tourism, the small
community is making efforts to
sustain this small and isolated
village, and at the same time, this
is the only home for a number of
bear orphans.
Together with a local team of
professionals and volunteers,
Katharina helped in the work of this
unique ecological environment,
supporting the needs and efforts
and making friends with both
local people and bears.
“One day, I worked together with
my supervisor inside the fence of
Mrnjo Brundo, the “big bear”. And
Mrnjo Brundo came and wanted
something from me. I said to him
“rik” (go back) together with some
strong movements, and he went
back. It was fascinating.... My
work was never boring, there was
always something new. Especially
during the summer time, when
I guided the visitors to see the
bears.”
What to do at home
Practical arrangements
To host an EVS volunteer means to face a lot of issues of a practical nature and
to respond by creating solutions that are at the same time affordable and of good
quality. Sometimes this is not an easy job and you need to be conscious about
it when applying for the project. Accommodation, visa or a language course, are
not tasks that can be arranged in a couple of days. They are part of a longer
process of preparation that starts well before the volunteer arrives.
Visa and residence permit
Before arranging other practical issues, make sure that you launch the procedures
related to obtaining a visa or residence permit for the volunteer. Sometimes these
administrative procedures are simple and do not require much time, but it often
happens that various documents need to be provided, which prolong the time it
takes to obtain the right visa or residence permit.
Both the Sending and Host Organisation are responsible for this part of the
preparation, though the promoter that acts as the Coordinating Organisation
has a particularly significant role. The EVS volunteer should be provided with all
the necessary information, assistance and supporting documents needed for
obtaining the visa/residence permit. If needed, the National/Executive Agency
can also get involved by providing supporting documents.
Regulations concerning visa and residence permits vary from country to country.
Thus, it is necessary to contact the host country’s embassy regarding the specific
rules, procedures and required documents. Embassy web pages are not always
up to date, in most cases right information can be received by phone or e-mail. It
is also recommended to contact relevant institutions within the hosting country
as sometimes they can provide more accurate information.
In general, you should plan a considerable amount of time for obtaining visa and
residence permits. You should also take into consideration the time needed for
any supporting documents to arrive by post – such as the Invitation Letter. An
Invitation Letter is a document prepared by the Host/Coordinating Organisation,
which describes the project and the reasons for inviting the volunteer. An example
of such a letter can be found in Appendix 5b) of this publication.
 11
51

Quality in EVS
photo: MOVIT
It makes a difference if the volunteer is going on an EVS project from a Programme
country to South East Europe or vice versa.

• Nationals of Youth in Action Programme countries in most cases do not need a visa to
enter any of the countries of South East Europe as tourists. They do need a residence
permit if they want to stay for a longer period (usually more than three months) and
do a voluntary service. The countries in South East Europe have different laws on
volunteerism and specific procedures for issuing the residence permits. In some
of them international volunteerism is not defined well (or even at all) by the legal
system. It is strongly advised that you check the local regulations and contact the
national authorities in charge of this issue (usually the Ministry of Internal Affairs).

• Nationals of most South East European countries are required to obtain a visa in
order to do their voluntary service in a Programme country. Since the visa is usually
for a long period of time and for a reason that is not tourist travel, procedures are
much longer, visa expenses are higher, and more documents are required. In many
cases the whole visa procedure is completed by the authorities in the host country.
It is always recommended that you check all details related to the procedures before
even applying for the project. Plan a considerable amount of time for the obtaining
of a visa – even a month or two!

Pablo Respaldiza from Bilbao,
Spain, was a EVS volunteer in
10
52 the small town of Prozor in the
Rama region of Herzegovina, the
Quality in EVS
southern part of the Federation
of Bosnia and Herzegovina.
After the war and since 1998, the
Mayor and the pre-war Bosnian
population of Prozor have come
back to their homes. Not everyone.
Some still live in other towns, and
other people that are not born
in Prozor live there instead. The
population of the town is about
60 % Bosnian Croats and 40 %
Bosniaks.
“Ten years after the end of the
war the situation in the town
is very bad. The town is totally
divided between the two ethnic
groups. The town infrastructure
really supports this division. There
is only one street, and that street
is the line that divides the people
of the town”, says Pablo: “There
are also two different educational
systems, Croatian and Bosnian.
The children are going to the
school at different times. One
ethnic group of children goes to
school at 8 am; the others go at
1 pm. This makes the situation
in the town even worse, because
the kids of the same age in such
a small town don’t spend any time
together. They don’t play together;
they don’t learn together, they
don’t live together…” Pablo was
involved in organizing many
youth activities, such as photo
workshops and theatre plays,
aiming to bring together the two
ethnic groups.
>>
Insurance
Through an agreement that the European Commission has reached with an
insurance company, all EVS volunteers are insured for the whole duration of their
EVS project. The insurance policy is the same for all volunteers and it covers
illness, accident, death, permanent disability, loss of identification and travel
documents and other risks as described in the policy itself.
All insurance costs are paid directly by the European Commission and are not
included in the project budgets. The Sending Organisation is responsible for
sending the volunteer’s details to the insurance company. The procedure for
doing this is rather simple and short. It is completed online, using the official
web page. To log in, you have a user name and password which is provided to
the Coordinating Organisation when the project is approved. The web page for
making the insurance claim is: http://www.europeanbenefits.com/ (then click
on European Voluntary Service on the right side of the home page).
With this insurance, the volunteer is able to use the health care system in the
host country. When visiting a doctor or buying medicine the volunteer or the Host
Organisation usually cover all the expenses and then receive full reimbursement
– upon presentation of the original bills/invoices. For any specific questions on
how to use the insurance you should directly contact the insurance company.
Support by phone is available 24 hours a day.
Accommodation and food
The Youth in Action Programme Guide does not contain specific guidelines
regarding a volunteer’s accommodation. The EVS Charter states that the Host
Organisation “has to ensure safe and decent living and working conditions for
the volunteer” but it does not go into details about the type of accommodation.
Thus, when talking about general standards we usually refer to the “common
sense” and we take the living standard of students in the country as a “minimum
requirement” for the quality of living conditions for volunteers.
There are a variety of ways in which accommodation and food can be managed.
Which option you will choose depends very much on the host’s environment,
though it has to be taken into consideration that the final decision should be
made in consultation with all the project partners.
The most common example of addressing this issue in South East Europe is by
accommodating the volunteer in a rented apartment or part of a house. This
is particularly used when the organisation hosts more than one volunteer at a
time. Sometimes volunteers are hosted in local families, and more rarely in an
organisation’s own facilities. Student dormitories are used as an option as well.
Consequently, volunteers either prepare food by themselves (using monthly food
allowance) or they receive meals in the family, dormitory or other institution that
the organisation cooperates with. >>

“After the summer we thought 11

53
When thinking about possible accommodation options that you could use for your
it would be a good idea to
volunteer, always take into consideration all the positive and negative sides of each

Quality in EVS
organise a language course for
option. Using a local family would definitely support the volunteer’s integration the people of the town. The idea
into the local environment, but it would not guarantee privacy or independence. was a Spanish course with a book
Using an organisation’s own facilities might be very cheap and convenient, but from which they could learn also
would probably not provide a clear distinction between the volunteer’s living and English. The aim was to put Croats
and Bosnians in the same class-
working environment. Though apartments sometimes might be more expensive,
room, as their education system
they would probably provide the volunteer with the greatest living conditions, doesn’t allow them this. Their
their own bathroom and kitchen as well as protected privacy. age was not important. What was
important was that all the children
Ultimately it is up to you and your partners to decide about the type of were together... We succeeded in
accommodation. Just remember that when you are signing the contract you are recruiting 70 people from Prozor
and other places in the Rama
not providing accommodation to a friend for a couple of days, but to a team region.
member of your organisation for the next months, or even a year.

Local transport
As Host Organisation, you are obliged to ensure that means of local transportation
are available to the volunteer. The implementation of this task depends very
much on the local context – the living and project environment of the volunteer.
In general, this means that the volunteer should be able to use the local bus,
tram, metro or other means of transportation to travel from home to the working
place and back again. Sometimes the use of a bicycle is more convenient for
both the volunteer and the Host Organisation and so it can be considered as the
means of local transport.

Language training
Language support is one of the four types of support provided to the volunteer
during an EVS project. The Host Organisation is expected to arrange language
training for the volunteer. There is no specific rule about its format, duration or
frequency. It will vary depending on the volunteer’s needs, interest and abilities
as well as the capacities of the Host Organisation.

Some organisations decide to involve the volunteer in courses organised in

language schools, while others hire teachers to work with the volunteers. The
latter option is particularly convenient if the organisation hosts more than one
volunteer at the same time. In case you do not have enough funds to pay for a
language teacher, you can always contact students of languages in their last
years at faculty. This sometimes works really well since there are many students
interested in practicing their skills or wanting to do an internship before looking
for a job.
 Preparing the environment
10
54
Step one: The people
Quality in EVS

Between signing the contract for the volunteer’s accommodation and checking
the possibilities for organising language training, it might be useful to ask yourself
the following question: Have you informed the others about the EVS volunteer?
Now you would probably ask: “But who are ‘the others’?” ‘The others’ refers to
everyone in your organisation and beyond who will come into contact with the
volunteer through their work.

Let’s start with the team members of your organisation. Probably, besides
you, there are other people who work in the organisation – as employees or as
volunteers. These are the people that will be the EVS volunteer’s most common
company, at least during the starting period of the EVS project. It is very important
that you inform them about the new team member and even more important
is to prepare them for cooperating and co-existing with a person from another
country. At this point, it is important to reflect about the past experiences and
competences of your colleagues. Have they ever worked in a multicultural team
before? Have they been involved in a process of intercultural learning? How
much do they know about other cultures? Do they have any prejudices about the
country where the volunteer comes from? Do they speak English? Finally, would
they be happy or not that an EVS volunteer is joining your organisation?

It should not be difficult to prepare your organisation for the volunteer’s arrival.
Getting an EVS volunteer is usually an exciting event that offers unique and
extra-ordinary learning experiences for the whole team. It is a real pity if the
organisation does not use it.

It is up to you to decide who else you would inform about the volunteer. Still, do
not forget to talk to the young members of your organisation – they might be
very excited about a volunteer’s arrival and could be of great use for integrating
the volunteer into the local community. Also, do not forget the people from
any important partner organisation or institution. If the volunteer is to have
roommates, talk to them before the volunteer’s arrival. At the end, inform the
neighbours, all important friends and anyone whom the volunteer would probably
meet in the near future. This will help you to provide a safe and welcoming
photo: Mladinski center Brežice

environment for someone who comes to live in your community.

And think even broader – is it important that the local community is informed
about the volunteer? Again, this very much depends on your own local reality. If
the EVS project is based in a big city, then there is not much sense in informing
the local community – apart from perhaps the closest neighbourhood. But arrival
of a foreign volunteer might be a big event for a smaller town or a village. In
such situations, informing everyone about the volunteer’s arrival would be useful
not only for the community, but also for your organisation and the volunteer. 11
55
Think about creative ways of doing it – organising informative meetings with the
local population, preparing an event for them (presentation, party...), distributing

Quality in EVS
promotional materials or anything else that you find suitable for the community.

Step two: The project

From the moment you get the idea to host EVS volunteers until the first volunteer
arrives, the project activities should be planned a couple of times and on different
levels. At each subsequent stage, the activities should be made more concrete
and more adapted to the volunteer’s needs and interests. Project planning starts
when you submit the Expression of Interest, continues with the preparing of the
application form and goes into deeper details when you select the volunteer and
prepare the task description.

It is difficult to imagine that big changes might happen after such a thorough
process of planning. Nevertheless, there are many factors that influence the
EVS project and some of them are out of your control. In some situations, the
volunteer arrives much later than was initially planned. Therefore it is of crucial
importance to check and re-plan the project before the arrival day.

Did you provide all the

funds necessary for the
realization of the project
activities?

Did the team of people Did you get in touch

remain the same with all the partners
as planned? Maybe Questions (school, youth club…)?
someone dropped out, to consider Are they still
somebody new joined? interested?

Are the project

activities still the
same? Maybe you
have some new ideas
or a new project was
approved or the target
group was changed?
10
56
Quality in EVS

When preparing the project, don’t forget about the target group – the people that
photo: Mladinski center Brežice

you work with. For any project participants it is usually important if a new member
joins the project team, especially if the one is from another country. It might be
useful to ask yourself how much the target group knows about different cultures,
what their level of tolerance is and what would be useful for them to know. Then
you can make your own strategy for preparing them, which will depend on the
profile of people involved in your project.

Step three: The supporting system

While getting ready to host, it is essential to establish the supporting system for
the EVS volunteer. Providing support to the volunteer (on a few different levels) is
mainly the responsibility of the Host Organisation. The system of support should
be provided and well structured before the volunteer arrives, like a safety net for
the young person coming to work on a project in an unknown environment.

More detailed information about the supporting systems that you should provide
and about the people who should be involved in them are contained in the section
“The Support System Around the EVS Volunteer” in this publication.
EVS project – Day Number 1 11
57

Quality in EVS
Your first EVS volunteer is arriving tomorrow. We assume that you have already
arranged the practical issues, such as visa, accommodation and local transport.
You have also identified a mentor and found a language teacher. Your staff
team is ready for the new team member, the project is already functioning and
everything seems to be in order for this challenge. But is there anything else you
need to plan?

The first day of the EVS project is an event of extra-ordinary importance for the
volunteer. Consequently, volunteers expect that this day is also very important
for the Host Organisation and all team members are very excited about it. Thus,
It is important to prepare
if the volunteer’s arrival is not treated with enough attention, the volunteer might
everyone for the volunteer’s
get the impression that the organisation does not care much about him or her.
arrival. In one case, the
Very often volunteers leave home with an expectation that everyone in the Host
volunteer found her new home
Organisation is just sitting and impatiently waiting for their arrival. However, they
in a chaotic condition, since
soon realize that each organisation has its own life and not everything stops
her roommates (other EVS
because they are starting their EVS service. But why shouldn’t you provide them
volunteers) had not cleaned
with a warm welcome? So forget about your other duties tomorrow and plan the
up after a party the day before.
first day for your volunteer!
She spent the whole day
cleaning; it was not a pleasant
Here is a list of what you might plan for your volunteer’s first day:
start to her EVS project.
• Double-check the volunteer’s arrival time and make sure that there is
somebody from the organisation to pick up the volunteer at the airport or
bus/train station. Such first contact in the new environment provides the
volunteer with a feeling of safety
• Spend some time introducing the volunteer to their new environment, place
of living, neighbourhood, nearest shop, organisations office and anything
else you think is important
• Think about the people that will work the closest with the volunteer. Take
them out for a drink or lunch together with the volunteer
• Buy a local mobile phone number for the volunteer
• Organise a welcome party – if you see that the volunteer is not too tired

Questions to consider after the first day:

- How much time is enough for the volunteer just to “hang around” and discover the new environment?
- When to start with the project activities?
- When to start with the language course?
- How will you introduce the volunteer to the project?

10
58
Quality in EVS
To do at the beginning of the
EVS project:
• Introduce the volunteer
with the project
environment, target group
and planned activities
• Make sure that the
volunteer receives
enough personal support
by the mentor and the
other members of your
organisation
• Assign a person to work
with the volunteer
• Make sure that the
volunteer is not left alone
during the working day
• Involve the volunteer in
the current activities of
the project
• Give a chance to the
volunteer to start
implementing simpler
tasks and project
activities on their own
• Invite the volunteer
to take part in other
activities of the
organisation
• In short, make the
volunteer feel like a part
of your team!
EVS project – the days to follow
Many EVS volunteers in South East Europe complain that their organisation’s
approach to doing things is too slow. This impression especially refers to the first
few weeks of EVS projects. It is at this time that the volunteer’s expectations for
a dynamic and exciting life in a new culture are faced with the organisation’s
tendencies to plan, react and do things rather slowly.
A common misperception of Host Organisations is that the volunteer would love
to spend the first few weeks just relaxing, meeting new people and enjoying life.
Very often they do not introduce the volunteer to the actual project and do not
provide them with activities. But EVS volunteers want to be busy – especially in
the first period after arrival; they have changed their living environment and they
are starting a new part of their life without old friends, obligations and habits.
This is why you should not wait too long before you involve the volunteer in the
project activities. After all, don’t forget that the EVS project is not a holiday or just
exploring a new culture. Assuming that the volunteer would prefer to just “hang
around” in the new environment is not only a misperception of the volunteer’s
needs and expectations, but it is also a misunderstanding of EVS and of the
Youth in Action Programme in general.
Another mistake of organisations is that sometimes they wait too long to start with
the language course. If they are hosting more than one volunteer in approximately
the same period of time, usually they wait for all the volunteers to arrive before
they start the language course. Though this might be more convenient for the
organisation, you should also have in mind that for the volunteer it is very
important to start learning the local language as soon as possible. Even if you
are planning to start a common language course with one teacher for all the
volunteers, you should think on providing at least basic classes for the volunteer
who arrives first.
Beginnings are never easy. This is also true for the EVS service. Probably much of
your time and energy will be consumed during the first few weeks of the project
with all of these issues and the problems that arise from them. But with time, the
volunteer will become more independent and will get used to the team, project
and environment. You can then expect greater productivity from the volunteer
and success of the project.
The Support System Around the EVS Volunteer
11
59

Quality in EVS
There is a considerable amount of challenge for each volunteer in any EVS project.
This is linked to integration into a new working environment, adapting to new living
conditions, getting familiar with the local community and foreign culture, typical
lack of understanding of the host country language, etc. In addition to that there
are many personal challenges and issues a volunteer needs to deal with. These
include; leaving home, having a break from their “regular life”, missing friends
and family, own fears and uncertainties, and the stereotypes and prejudices they
bring with them.

It is clear that to ensure the proper integration and a quality “learning service”
there is a considerable amount of support needed (see table below).

Dimensions of volunteer support – responsibility of Host Organisation

Task related The Host Organisation is responsible for providing volunteers with adequate training and support in relation to the volunteers’
support tasks. Persons who are familiar with these tasks should guide them. Regular private meetings with the volunteer and the
project supervisor should be ensured.
EVS training The Host Organisation is responsible for sending the volunteers to an on-arrival training session and mid-term evaluation.
(The Sending Organisation is responsible for ensuring pre-departure training and a final evaluation meeting.)
Linguistic The Host Organisation is (mainly) responsible for arranging language learning opportunities. The format, duration and
support frequency of this training can vary depending on the volunteers’ needs and abilities, their tasks in the Host Organisation
and the capacity of the Host Organisation. Language training must be free of charge for the volunteers and be included in
the regular working time.
Intercultural The Host Organisation should be prepared, sensitive and aware of the intercultural challenges the volunteers might be
learning facing when experiencing the host culture (people’s communication patterns, attitudes, beliefs, values etc.). There should
support be enough safe space for the volunteers to reflect on their intercultural experiences, to deal with feelings related to possible
culture shock and to use these as precious moments of learning and personal development.
Personal The Host Organisation should provide sufficient personal support to help overcome, and if possible prevent, any difficulties,
Support either in the volunteers’ personal lives or in their activities in the Host Organisation.
Free time and The Host Organisation should be aware that the time a volunteer spends outside of work is as important for their well-being
socialising and satisfaction as the working time. Therefore, the Host Organisation is responsible for helping to avoid the nightmare of
“free time” by facilitating the integration of the volunteers into the local community, discovery of the host town, opportunities
for meeting other young people, socialising and participating in leisure activities, etc. People from the organisation of
a similar age and with similar interests as the volunteer could be of great help in this process. Contacts with other EVS
volunteers should be encouraged wherever possible.
Learning The mentor nominated by the Host Organisation should be able to support the volunteers’ learning processes during their
support EVS service, encourage them to take responsibility for their own learning, reflect on learning with them regularly and help
in the self-assessment of learning outcomes. Finally, the mentor should be able to help the volunteers in making these
achievements visible and recognised through the implementation of Youthpass (see section “Support and Recognition of
Learning in EVS”).
 In fact, when thinking about WHO should provide support for the volunteer, it can
be good to imagine a multi-layered support system around the EVS volunteer,
10
60 (see picture below).

National
Quality in EVS

Agency,
SALTO SEE

Other EVS
volunteers

EVS training
sessions

Supervisor,
Mentor,
SO, HO, CO
The support system around the EVS Volunteer
volunteer

Ideally, the support would already have started with the Sending Organisation,
which nominates a “sending mentor” or “contact person”. This is to ensure the
proper preparation of the volunteer and keep an on-going communication with
the volunteer during their time abroad.

However, it is the Host Organisation that plays the major role in providing the
necessary support to the volunteer during their service. The Host Organisation
should nominate at least two persons – a task related support person, also
called a “supervisor”, and a mentor. In reality there are different practices in
different organisations, but it is strongly advised that these two roles should be
different people. They have different roles and need to ensure different aspects
of volunteer support. It is also important to stress that in case of any conflict
between the volunteer and one of the support persons, the third party could
mediate.
 11
61

Quality in EVS
EVS volunteer

EVS “V-M-S” triangle

Supervisor Mentor

Support people in the Host Organisation

Supervisor Mentor
(task-related support person) • Personal support
• Introduction to the organisation (values, history, • Intercultural adaptation and intercultural learning
rituals, members etc.) support
• Information support • Help in crisis situations and problem solving
• Technical support (SOS)
• Task-related training (shadowing) • Potential mediator in case of conflict between
• Project-related support volunteer and supervisor
• Clarity of given tasks on daily or weekly basis • Support reflection on learning during the service
• Safety and security of working environment (Youthpass process)
• Providing a regular system of monitoring, • Recognition of volunteer’s learning outcomes
evaluation and feedback (Youthpass certificate)
• Support to attend EVS training sessions • Introduction to the community and other
• Encourage volunteer to attend language training volunteers (optional)
• Support social life (optional)
 The task-related support person is usually the formally responsible person
for the project within the organisation and acts like a kind of “line manager”
10
62 with the volunteer. They should provide him/her with clear task descriptions,
necessary task-related training and feedback. On the other hand, the mentor
could be a person either from the organisation (not working on the same project
Quality in EVS

as volunteer), or outside of the organisation (having enough competences and

readiness to play the mentor role). Talking about competences there is no formal
list of those needed (in the picture below you may find competences for mentors
as brainstormed during the SOHO training, Brussels 2009); there are certainly
minimum competences needed, but one could say that there are no “super-
mentors” and the best mentor is – the available mentor. Indeed, this is primarily
a voluntary (and unpaid) function, so the aspect of availability and motivation
to do mentoring should be taken seriously while selecting people for this role29.
photo : MOVIT

For more information about the role of the mentor in relation to learning, see the
section “Support and Recognition of Learning in EVS”.

The next layer of the support system is about the ensuring of the volunteer’s
participation in the whole EVS training and evaluation cycle:
29
For more information about • Pre-departure training
the roles of support persons you
can check the T-kit International
• On-arrival training
Voluntary Service. p. 53-66
• Mid-term evaluation
• Evaluation of the Activity
11
63
In Programme Countries, the EVS training and evaluation sessions are organised
by the National Agencies, while in Partner Countries from South East Europe,

Quality in EVS
this is arranged by SALTO SEE. However, it is the responsibility of the Sending
Organisation to ensure the volunteer’s participation in the pre-departure training
and evaluation of the Activity, and it is the responsibility of the Host Organisation
to send the volunteer to the on-arrival training and mid-term evaluation.30

EVS training sessions are an important part of the volunteer’s non-formal learning
process during EVS. They are also an opportunity for the volunteer to evaluate
the project and create a network with other EVS volunteers in the host country or
across South East Europe.

Pre-departure On-arrival Mid-term Evaluation

training training evaluation of the Activity
Time

Start of the End of the

service service
Sending Host Sending
country country country EVS volunteer training
and evaluation cycle

The networking with other EVS volunteers is one of the most important sources
of support for each volunteer during their service. These networks usually allow
the important sharing of experiences, facilitate problem solving and provide
additional mobility possibilities31.

The last but not least important layer of the volunteer support system are the official
bodies (National Agencies and SALTO SEE) which monitor the quality of the EVS
projects implemented. They collect feedback from volunteers and organisations
and act as quality support mechanisms through the EVS accreditation process,
trainings, publications (like this one!), and other measures. 30
For more information about
EVS training and evaluation cycle
see latest Programme Guide,
contact your National Agency
and/or visit SALTO-YOUTH SEE RC
webpage: http://www.salto-youth.
net/seeEVS/
31
See “EVS Volunteer Training
– Guidelines and Minimum
Quality Standards”, European
Commission, November 2004.
 Cultural Adaptation and Intercultural Learning in EVS
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64
Quality in EVS

Our cultural values and basic assumptions do not only influence our own
behaviour, but influence our perceptions of the behaviour/practices of other
people.

In the volunteer’s shoes...

You might not be aware of your own cultural “baggage” (values, beliefs,
assumptions) and “cultural glasses” unless you are confronted with another
culture. Paradoxically, intercultural learning is not learning about others from a
different cultural context, but it is primarily learning about oneself – with the
others. This is exactly the process your volunteer might be facing during their
service. So, let’s try to step into the volunteer’s shoes and see how it feels.

If you have lived abroad for a while or travelled on your own for the first time, you
might remember this confrontation, when “normal was not normal” and “clear
was not clear” anymore, when everything was questioned. You may remember a
strong emotional effect involving a feeling of insecurity, confusion or fear.

The ability to handle such a situation obviously varies from volunteer to volunteer
according to their genuine capacity to adapt to new circumstances. Besides, it
depends largely on the extent of preparation for this confrontation and on the
degree of empathy and support available in the new environment, i.e. of the Host
Organisation.

Perception
Perception

Interpretation
Interpretation

Culture Culture Value Judgements

Value Judgements
Cultural “glasses”
(Inter) actions

(Inter) actions
Cultural adaptation and culture shock
There are different theoretical models which try to show visually the emotional 11
65
process a volunteer might be passing through during and after the service period.
One such model is presented in the picture below. It represents the internal

Quality in EVS
dynamics like a ride on a roller coaster, consisting of ups and downs, both as
normal (but sometimes nevertheless difficult) parts of the process of cultural
adaptation in the new living (cultural) environment.

Initial Acceptance
excitement and
Initial
adjustment
integartion A ride on a roller coaster
- the curve of “cultural
adaptation”
Time

Departure
concerns Reverse culture
Mental shock
isolation
Culture
shock

during service coming back

According to this model, in the very beginning of the service, volunteers are
likely to feel some kind of initial excitement and fascination with everything in
the new culture. However, usually just a few weeks after arrival, probably the
most important and critical phase occurs – the phase of “culture shock”. The
confrontational period starts, the first emotional low phase is a reaction to the
absence of familiar patterns of communication and social interaction. How far
you experience culture shock will depend on a number of factors, including
personality, how different the culture is from your own, level of social support you
receive, and the purpose of your stay (Gibson, 2000). Finally, don’t forget that
the lack of competence in the host country language may significantly amplify
these feelings!

In the phase of culture shock, the personal support from the Host Organisation
(and in particular the person in the role of mentor) is crucial. In a way, the
development of the rest of the stay depends a lot on the joint ability of the
volunteer and the Host Organisation to overcome this beginning phase. The
support person (mentor) should keep an eye on the symptoms of culture shock,
which can be both physical and psychological (see table below).

10
66
Quality in EVS
32
For more information and
tips on how to deal with culture
shock see International Voluntary
Service, T-kit. p. 63-65
Possible symptoms of culture shock32
Physical Psychological
• Lack of hunger • Homesickness
• Sleeplessness • Frustration
• Tiredness • Fear of being cheated
• Minor aches • Resentment and anger towards locals
• Too much eating, drinking or sleeping • Impatience
• Defensive or aggressive behaviour
• Avoidance of contact
• Inability to work well
• Lack of ability to deal even with small
problems
With adequate support (personal, emotional, linguistic etc.), overcoming the stage
of culture shock should lead to initial adjustment. During this phase, volunteers
feel much more positive, can easily function with the rest of the team, can focus
on the tasks and communication becomes more genuine and open.
However, after a certain period of time, volunteers might start to miss their
friends and family, feeling that “life out there is happening without them”. This
might be followed by problems to express themselves well in the new language.
As a result, volunteers might feel frustrated, lonely and isolated. The phase of
“mental isolation” can be the most easily overcome if volunteers have already
managed to find new friends in the Host Organisation and social activities to be
part of. The mentor is also called on to help again.
If successfully managed, this stage can lead to a period of “acceptance and
integration” (also called genuine adjustment phase). During this stage,
volunteers are fully accustomed to the habits, customs, food and characteristics
of the people in the host culture. They feel comfortable with friends, people and
language.
Finally, approaching the end of the service period, some departure concerns
can arise. Some people might feel afraid of what comes after their return home,
others might be sad to leave.
To return home after the service can be both pleasant and difficult, especially
after a longer and more intensive EVS. Ex-volunteers have reported certain
challenges in re-adapting to their original environment and culture, facing a very
similar phenomenon as culture shock from the beginning of the service. But if
the “culture shock” was the expected confrontation with the unfamiliar, this “re-
entry shock” could be seen as the unexpected confrontation with the familiar.
(Paige, M, quoted in Gibson, R, 2000).
11
67
During this stage the Sending Organisation should play an important role and
provide ex-volunteers with adequate support – helping them to reflect upon,

Quality in EVS
collect and integrate what has been learned during the service and providing
information about future possibilities in their home country.

Last but not least, the cultural adaptation of volunteers is always a two-way street
and might also be challenging for the people in your organisation. In order to
handle this process, it is advisable to raise awareness about it within the Host
Organisation, (why not present this model to your colleagues?) even before the
volunteer arrives!

photo : MOVIT
 Intercultural learning as an understanding
of confrontation
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68
Quality in EVS

Above surface:
Behaviour Behaviour primarily in
Words Words awareness

Attitudes Attitudes
Stereotypes Stereotypes
Under surface:
Values Values primarily out of
Beliefs ICL Beliefs awareness
zone
Intercultural encounter:
“collision of icebergs”

One way of presenting the complexities of culture is the “iceberg model”33 above,
which describes culture in terms of a relatively small “visible part” on the top and
a larger “invisible part” under the surface. Following this logic, an intercultural
situation could be seen as an encounter (or collision) of two “cultural icebergs”.
What we can hear (words) or what we can see (practices) is primarily in our
awareness. However, how we interpret the words, customs and behaviours
perceived, is largely under the influence of our own cultural assumptions, beliefs,
values and stereotypes towards the culture we are confronted with. At the same
time, real reasons for certain behaviours and practices lie deep under the surface
of the other iceberg.

Receiving information about the host culture is certainly very important for the
volunteer’s orientation and adaptation, but the real potential for intercultural
learning is under the surface. Mostly, intercultural learning is not something that
just happens by itself. It is rather an active process of reflecting on and sharing
the reasons for why we see things in the way we do. In other words, why are some
things “normal” and “acceptable” for me while others are not? What does this
tell me about my culture? And why are other things so important for people in
the host country? What does this tell me about them? Can culture be changed?
Can I change it? Can I choose it? Do I feel frightened when I am confronted
with cultural differences? How do I deal with ambiguities? Do I feel angry? Why?
Am I able to understand and empathize, even if I do not agree? What were my
33
For more information about
the Iceberg model of culture stereotypes about the host country? How do they correspond to my experience
see Intercultural Learning T-kit.
p.17-35
during the service?
 11
69

Quality in EVS
photo: Grupa “Hajde da…”
Some intercultural learning
tips for the mentor:

• Be ready for your own

intercultural learning
At the end of the day, intercultural learning offers an endless space for • Be aware of your own
personal development, and voluntary service is a wonderful opportunity for the cultural values and
development of intercultural competence. It is therefore the ultimate goal of an how they influence your
EVS project to provide space for bringing up issues related to confronting cultural perceptions
attitudes, revealing deep cultural values and speaking openly about stereotypes. • Establish an atmosphere
Only through this kind of interpersonal and intercultural experience can we learn of confidence and
how to deconstruct our stereotypes, appreciate our diversity and rediscover our respect
common humanity. • Maintain open and
sincere communication
True, this is easier said than done. An effective facilitation of intercultural learning with the volunteer
experiences of your volunteers requires substantial intercultural competences of • Take a non-judgmental
the Host Organisation (and the mentor, in particular). It requires a readiness to and non-defensive
share, openness, a non-judgmental attitude, self-awareness, flexibility, tolerance attitude
to ambiguity, and empathy. Finally, do not forget that facing the challenges of • Be ready to be engaged
intercultural learning is only possible in an atmosphere of safety and mutual with understanding
trust, which needs to be created first. We cannot learn when we are frightened, • Don’t be afraid of
but we learn the best when challenged and stretched. conflicts
• Ask good and open
questions
 Conflict Management in EVS
10
70
Quality in EVS

Understanding conflict
Lack of understanding, misunderstandings, disputes and conflicts are part of
everyday life, (or even human nature), just like understanding, agreement and
co-operation. They may be unpleasant, but they are nothing to be afraid of. It
is important to know how to deal with these situations, how to handle them,
transform them and make the most of them in order to develop better and
more productive relations. The Chinese letter below suggests that each conflict
situation has a dual nature – bearing a potential for violence as well as potential
for learning and positive development.

Perhaps due to the frequent use of the term “conflict” in the media in relation
to extreme violence, conflicts usually have a negative connotation. In this
publication, we discuss conflicts as a natural human relationship, based on the
incompatibility of legitimate interests or needs and involving two or more sides, in
the intercultural context of an EVS project. Conflict situations should be seen as
Dual nature of the a “normal” part of the volunteer’s integration process into the living and working
conflict environment.

Major conflict types in EVS:
• intercultural
• interpersonal
• contractual
Within the complex situation of an EVS project, a wide range of potential conflict
issues exist between a volunteer and a Host Organisation (or host community).
Conflicts in EVS can be categorised into three areas. They may be due to
different personalities, needs and interests (interpersonal). Or they may be due
to a clash of cultural practices and values (intercultural). Finally they may be
due to a violation of the rights, responsibilities and agreements in the Activity
Agreement (contractual disputes). Certain situations could be a combination of
two or three of the different aspects. For example, a conflict about the expected
level of accommodation quality might be influenced by a volunteer’s personal
expectations and customs or differences in cultural and social standards, but
it could be a serious violation of the volunteer’s rights as laid down in the EVS
charter and the Activity Agreement.
Conflict prevention measures
Thorough preparation, clear motivation of the volunteer and Host Organisation, 11
71
clear understanding of the role of a volunteer, clarity on rights and responsibilities
of all the parties involved, sufficient and correct information about the Host

Quality in EVS
project/Organisation, a good understanding of the intercultural aspects of EVS,
and so on... These are just some of the factors that may prevent a potential crisis
situation, or at least decrease the number of potential conflict issues, during the
voluntary service.

Potential conflict situations in EVS projects: what would you do?

Example 1:
The way of communicating in the host country involves far more “touching” than in the volunteer’s
country. In the beginning the volunteer did not pay much attention to the fact that her supervisor
sat very close to her during meetings and was touching her hand. Lately, the volunteer has felt
it was too much and she believes her supervisor is sexually harassing her.
What should she do?

Example 2:
The volunteer’s EVS placement is a youth hostel where he is supposed to run different leisure
time activities for the hostel guests. However, he has stayed in the project for two months already
and has mainly been assigned to take care of cleaning rooms, doing laundry and cooking.
What should he do?

Example 3:
The Host Organisation is working with people with disabilities and elderly people and is hosting
a volunteer in a long term EVS project. She is a very nice and skilled person, but she has no
initiative of her own. Another problem is that she simply does not communicate with people. The
mentor believes she is shy and homesick.
What should the mentor do?

It is crucial to start establishing an atmosphere of trust and open communication

between all partners from the very beginning of the voluntary service.

Another important issue for long-term engagements (like EVS) is the importance
of the relationships with the people we work and live with. The importance of the
relationship should motivate the volunteer, and yourself in a conflict situation to
find a balanced way to solve the conflict rather than aiming to win at any cost – to
find a way for both parties to get what they need and maintain the relationship.
photo: Ørjan Mikkelsen

When confronted with a conflict situation a winning formula is: empathy for the
other side + assertiveness from your side + constructiveness in the resolution
process.

Below you may find a list of practical questions and strategies to be asked and
used in a conflict situation.
 However, in the case of a serious conflict or crisis situation, you might have need
to discuss it further or ask for some additional support. A list of useful contacts
10
72 and sources of support can be found in Appendix 2.
Quality in EVS

Effective conflict resolution strategies

DO I WANT TO RESOLVE THE CONFLICT?

Be willing to fix the problem.

CAN I SEE THE WHOLE PICTURE, NOT JUST MY OWN POINT OF VIEW?
Broaden your outlook.

WHAT ARE THE NEEDS AND ANXIETIES OF EVERYONE INVOLVED?

Write them down.

HOW CAN WE MAKE THIS FAIR?

Negotiate.

WHAT ARE THE POSSIBLITIES?

Think up as many solutions as you can.
Pick the one that gives everyone more of what they want.

CAN WE WORK IT OUT TOGETHER?

Treat each other as equals.

WHAT AM I FEELING?
Am I too emotional?
Could I get more facts?
Should I take time out to calm down?
Should I tell them how I feel?

WHAT DO I WANT TO CHANGE?

Be clear. Attack the problem, not the person.

WHAT OPPORTUNITY CAN THIS BRING?

Work on the positives, not the negatives.

WHAT IS IT LIKE TO BE IN THEIR SHOES?

Do they know I understand them?

DO WE NEED A NEUTRAL THIRD PERSON?

Could this help us to understand each other and create our own solutions?

34
Reproduced from Conflict HOW CAN WE BOTH WIN?
Resolution Network. www. Work towards solutions where everyone’s needs are respected34.
crnhq.org
Support and Recognition of Learning in EVS
11
73
It is not news in the Youth in Action Programme to say that EVS is about learning.

Quality in EVS
In fact, since the very beginning of EVS in 1996 participating volunteers were
learning a lot about how to:
• live independently
• get integrated into a work place environment
• increase intercultural awareness
• improve communication skills and foreign language competencies
• run a project
• work in a team
• express solidarity and social responsibility
• and much much more...

At the same time, we should not neglect the fact that this was also a learning
process for the other actors involved – Sending Organisations, Host Organisations,
mentors etc.

However, what is really new and it comes with the implementation of the
Youthpass, is the demand to make this learning more explicit (Youthpass Guide,
p.30) and the learning support more intentional. For those concerned about the
“service” aspect in EVS, it is important to say that this new focus does not imply
any changes in the nature and the concept of EVS as a “learning service”. It
does however introduce a new perspective on learning support in general and
mentoring in particular.

This new perspective comes from the lifelong learning discourse in education
and learning in Europe. As shown in the table below, this new lifelong learning
approach challenges the “traditional approach” to education, trying to bring
more passion to learning and ownership over the process and outcomes to the
learner:

Traditional approach Lifelong learning approach Traditional vs. Lifelong

learning approach,
Learning is: inspired by input given
• Happening primarily in the formal education sector • Happening in various educational settings by P. Kloosterman during
• Ends with the formal schooling (with certain (formal, non-formal, informal) the UNIQUE training
exceptional moments) • A never ending and lifelong process course ‘Facilitating the
• Difficult and painful • Meaningful and enjoyable Volunteers Learning’ for
• About things you can use only later in your life • About things that you think are important mentors in EVS projects,
• Set by others • Set and organised by you Budapest 3 – 9 May
• About giving you answers for life • About finding new and better questions for life 2009
• Implied: the more answers you know the better you are • Implies: the more competent you are to learn the
better you are
 In this lifelong long learning process EVS is seen as unique and important. It is
a “lifelong learning opportunity” that concretely supports the development of
10
74 essential competences in personal development, social and community life, as
well as for entering the labour market. So why is that?
Quality in EVS

The easiest answer is that EVS involves a relatively long learning process (in
comparison to a training course or a seminar, for example). Learning embedded
in a living experience makes it genuine, relevant and meaningful for the learner.
One could say there is a great potential for learning in EVS, but in order to use it
to the maximum, it needs to be well supported and facilitated.

Remembering the words of A. Huxley, who said that “experience is not what
happens to you; it is what you do with what happens to you”, we need to think
about how to use the volunteers’ experiences and challenges as learning
situations. As in life in general, we tend not to use everything we have experienced
to learn something. These life experiences need to be transformed into learning,
they need to be reflected, understood and generalized as well as applied in the
other (similar) situations. And when applied they bring us a new experience to
start the learning cycle again (see picture below). But on this journey through
the experiential learning cycle, the volunteers need to be accompanied by other
people who are able to facilitate the process. Apart from other support persons
involved in this process at various moments (EVS trainers, other EVS volunteers,
local volunteers etc.), in order to utilize the full potential for learning in EVS we
need trained and competent EVS mentors, ready to get involved in this learning
adventure.
EXPERIENCING

APPLYING REFLECTING

Kolb’s experiential
learning cycle GENERALIZING

In most cases EVS mentors are not paid professionals, but rather volunteers or
just available people who are motivated to help Host Organisations in organising
EVS. This new function of mentoring raises lots of conceptual and practical
questions. For example, how do you integrate the facilitation of learning in
regular mentoring, how do you start this process, how do you motivate a young
person to get involved in the process, what is the mentor’s role in this process,
are there any available tools that we might use, etc. So, let’s consider mentoring
as learning support in EVS.
Mentors as facilitators of learning
Perhaps it is good to remember that mentors are learners too and in the same 11
75
way that their volunteers have learning histories so do they. This affects their
concept and attitude towards learning and consequently towards the learning

Quality in EVS
support they provide. So it might be a good idea, if you plan to be an EVS mentor,
to start working on your own awareness about learning, using the reflective
sentences in the text box below:

Awareness of my own learning

• When I hear the word “learning” I think...
• A situation that made me enjoy the process of learning was...
• A situation in which I have felt the largest resistance towards
learning was...
• What motivates me to learn and work on my personal development is...
• What blocks me in the learning process is...
• Successful learning for me is when...
• The way I prefer to learn is...
• In an ideal learning situation my role would be...
• In an ideal learning situation the role of other people would be...
• Generally, when my learning is at stake, I believe...

You might want to do a similar process with your volunteer at the beginning of the
mentoring process, setting the stage for passionate, engaged and “self-directed
learning” in EVS!

Most of us are not born as self-directed learners ready to be fully responsible

for our learning process. It is hard therefore to expect our volunteers to be
immediately capable and competent learners. In fact, most of us still need to
develop our learning to learn competence, and for that we need a great deal
of confidence, trust and support with the people we learn with. As shown in the
picture below the ‘learning to learn’ competence consists of several attitudes,
photo: Slavica Panova and Petra Pekovec

skills and abilities. When developed these allow us to fully develop our potential,
experience joy and challenge in learning situations and have complete ownership
over the learning process. Supporting your volunteers in development of this
competence might be a great learning adventure for you, as well as one of the
biggest benefits for them in their EVS.
 Ability to self-assess learning Self-concept as lifelong and
outcomes independent learner
10
76
Ability to learn with others; Self-confidence to get involved in the
give/receive feedback learning situation
Quality in EVS

Learning
to Learn
Ability to reflect on my Readiness to take responsibility for own
learning process learning process

Learning to learn Ability to manage own Self-awareness of my learning

competence learning process preferences; strengths and weaknesses

This brings us to the next mentoring point to consider – what should be your
general approach to facilitating learning and what should be the mentor’s role
accordingly. Actually it seems that the volunteers’ learning involves at least two
distinct levels – firstly learning about something; e.g. communication skills, and
secondly, learning to learn competence development. Therefore, it might be good
to think about a mentoring approach which could address BOTH – learning AND
learning to learn.

Learning
Facilitation
Learning to learn Mentoring
approach in mentoring Support

Learning to Learn

Working on both levels might look challenging, but it is quite natural and they
complement each other. It is like “method in action”, where the process can also
become the content to reflect about and learn from.

But supporting your volunteer in becoming a self-directed learner does not

imply leaving them on their own. Self-directed learning is not meant to be a
lonely experience with an absent mentor (e.g. “call me when you need me”).
On the contrary, you need to be there and present, providing space and time
to your volunteer, like a gardener who creates the fertile environment and uses
appropriate tools. Still it is only the plant who decides when and how it wants to
grow!
Planning the mentoring process
If you are interested in developing your learning to learn mentoring, the question 11
77
remains, is there a model for such a process?

Quality in EVS
To stay consistent with your approach, you should be aware of the diversity of
learning preferences/styles/capacities of each volunteer, there is no one size
that fits all. Each process has to be tailor made for each particular person,
relationship, context and style of your own mentoring.

However, there might be some common elements in the beginning and the end
of the process, while the largest diversity of strategies and steps will be seen in
between (see picture below). In the beginning you might expect to work on the
relationship building, establishing a climate of trust and support, agreeing on
the process and dynamics of meetings and sharing expectations about each
other’s roles. There might also be a moment to discuss the concept of learning,
self-directed learning and learning to learn, in order to challenge potential
negative images about learning and increase their motivation to get involved
in an exciting learning process. In the end of the process, you may expect that
your volunteers should be doing self-assessment and identification of learning
outcomes, enriched with your feedback and trying to describe those when filling
in the Youthpass certificate.

All the steps in between should be completely tailor made, although they should
include the setting of learning directions/objectives, regular reflection talks
about learning and learning to learn, and the use of various learning support
tools (learning diaries, learning plans, self-reflection tools etc.). There should
also be continuous giving/receiving feedback and moments of self-assessment.
For more practical information and tools on how to support volunteers learning,
take a look at the chapter “How to Support Learning” in the Youthpass Guide,
accessible at http://www.youthpass.eu/en/youthpass/guide/

Contact
Mentoring process
Relationship Setting learning Filling in the design
Clarity of roles directions Youthpass
and process Planning Producing the
learning Youthpass
Self-
assessment
Discussing of learning
learning and Reflection outcomes
learning to Feedback Feedback
learn Reviewing the
plan
 Youthpass and Key competences for lifelong learning
10
78 Following the debates about the need for better recognition of non-formal
learning in the youth field in Europe, the new Youth in Action Programme has
introduced the Youthpass certificate. It is a mechanism and a tool to make the
Quality in EVS

learning in the Youth in Action projects (including EVS) more visible: to young
Key competences for people themselves, to youth workers, and to other sectors. In other words, it
Lifelong learning: aims at better individual recognition of learning achievements and better social
1. Communication in recognition of youth work. It is based on the principles of non-formal education
mother tongue and includes the self-assessment of learning outcomes done by the volunteer at
2. Communication in the end of their service.
foreign languages
3. Mathematical The self-assessment part is using the European framework of 8 Key competences
competence and basic for lifelong learning (see text box)35.
competences in
science and technology It is important to stress here that the 8 key competences framework is just
4. Digital competence a framework. It does not imply a demand that all youth work projects (and
5. Learning to learn EVS) should change their focus completely and now start working only on the
6. Social and civic development of these competences. In fact, this framework is built into the
competences Youthpass to serve as a “translation tool” or “common language” with other
7. Sense of initiative and sectors (education, employment, vocational education and training etc.), thus
entrepreneurship making these certificates better understood and accepted outside of the youth
8. Cultural awareness and field.
expression
The authorization to produce the certificates is given to the Coordinating
(applicant) Organisation, along with the project number, but obtaining the
certificate itself remains – the right of the volunteer. It is the responsibility of
the project organisers to inform the volunteer about this possibility, but it is the
volunteer who chooses whether to do it or not. However, it is expected that if there
is a good “Youthpass process”, including effective mentor learning support, the
Youthpass certificate would come at the end as the icing on the cake. The first
two pages are filled in by the responsible person from the Host Organisation,
while the self-assessment part is done by the volunteer in a dialogue with his/
her mentor.

For more information about Youthpass in EVS, see the Youthpass website http://
www.youthpass.eu/ and Chapter “Youthpass in Practice: Youthpass in EVS” in
the Youthpass Guide http://www.youthpass.eu/en/youthpass/guide/
Youthpass certificate

35
For more information about Key Competences, consult
the following publication. http://ec.europa.eu/dgs/
education_culture/publ/pdf/ll-learning/keycomp_en.pdf
 79

Part C.
The Last, but certainly not
least important issues

photo: Mladinski center Brežice

 Volunteers’ Personal Projects in EVS
80
The Last, but certainly not least important issues

Each volunteer should carry out a personal project during their service and the organisations
should support it. A personal project can be about almost anything. Many volunteers already
have an idea about their personal project before the activity starts. Some volunteers will need
support with ideas and suggestions.

Personal projects should reflect the personal interests of the volunteer and can be connected
with studies, hobbies, interest in travelling, the discovering of the country and region, art, fun,
volunteering, global movements... Personal projects could also be connected to the theme
of the service in the Host Organisation, but do not have to. Sometimes volunteers decide to
promote EVS and European youth cooperation. Personal projects can create meaningful time
outside of the service and lead to new motivation and better results of the overall EVS project.
The personal project can continue after EVS and it can be part of a follow up or exploration of
the results of activities.

What will actually happen mainly depends on the volunteer. Organisations can give support with
ideas, suggestions, contacts, information, planning, equipment and working space etc. Some
volunteers may need more support than others and some show more interest than others. In
many cases, Host and Sending Organisations can benefit from volunteers’ projects, for example
with new contacts, a new publication or even new activities and methods.

Personal projects can be almost anything, so keep your mind open to be ready to recognize any
great idea from your volunteer! Here is one really great example:

A group of EVS volunteers met during an “on-arrival training” in Sarajevo. Some of them had
already been some time in their Host Organisations and some of them had just arrived. In the
evenings they discussed volunteering and EVS in the region and came to the idea that they
could do something together. They had time, so why not use it for something. The idea became
known as “Ti u akciji” (You in action). Ti u akciji is an informal group founded by 9 volunteers
working in different Serbian NGO’s. On their blog, http://tiuakciji.blogspot.com/ and in different
activities in Serbia they promote the Youth in Action Programme. Their Host Organisations, that
are promoting volunteering as well, supported the idea from the beginning. The volunteers
managed to prepare a project application, they won a grant from state funding and became
very active on the blog, in public and in street presentations. Over time they have made a lot
of contact with a lot of young people from different parts of Serbia. They promote EVS by being
a “Living Library” – meeting interested people and sharing their own experiences. They also
promote “Bookcrossing” and have started an EVS “Journal Crossing” that is simply a paper
where volunteers can share their EVS experiences, and then pass it to other volunteers. The
Journal is crossing the region now and is collecting new stories about personal projects
Of course, this is one complex example that is the result of great motivation by a group of
volunteers. There are numerous examples of individual personal projects. One is the project of 81
Francesca, an Italian volunteer in Bosnia and Herzegovina. She was in a small Bosnian village
where she discovered hand crafts and traditional clothes made by local women. Soon, she got

The Last, but certainly not least important issues

in contact with organisations in Italy and started to organise the promotion and distribution of
the crafts in Italy. In this way, she actually made a significant impact on the income, (which is
usually very low), of the women in that village.

Another volunteer, Alice, came with a video camera; this was not a standard piece of equipment
in her Host Organisation at that time. She visited several other EVS volunteers and made a short
documentary movie about EVS in the region that was later used as material for the promotion
of EVS.

Stefania created a photo exhibition of different international volunteering activities she

participated in during her EVS.

There are many examples of small everyday activities that EVS volunteers have done as personal
projects and activities: language courses for local young people, workshops on different topics,
accompanying disabled young people to go to school every day. Some of the volunteers produced
brochures, guides or blogs about their experience or about the countries where they did their
service.

Project “Ti u akciji”

(You in action)
 Evaluation in EVS Projects
82
The Last, but certainly not least important issues

Evaluation is an integral part of every project cycle. The purpose of the evaluation process is to
reflect on the overall project cycle and check and prove if the project objectives and expectations
were met. An appropriate evaluation requires identifying which information needs to be collected
and which methods will be used to analyze the information prior to the beginning of the project
cycle. The results of the evaluation process are used to understand the real impact of the project
as well as for the planning of future projects and policies.

Evaluation processes can be done during the project itself, usually after key events or in certain
moments in time. The results of this process can be used in the next steps of the project.
Final evaluations happen after the last planned activity of the project has ended. Findings from
the final evaluation can be used in the presentation of results of the project as a proof of
project success. They can also be used for improvement of management, and for planning
future strategies, programmes and activities. If you want to have an even closer overview of
everything that is happening inside and around your project and more frequently check if you
are actually on the way to achieving your planned results, you need to involve a monitoring
process. Monitoring has all the elements of evaluation but as it is continuous it helps you to
tune your project and make adjustments according to the real time situation. Evaluation and
monitoring are both participative processes and they should involve all important stakeholders
in the project – both those who implement it and those who are beneficiaries.

Let’s imagine an EVS project that consists of two EVS Activities. Two volunteers are coming to
the same Host Organisation. The first one is arriving in January for 6 months and the second in
May, for 4 months. They will organise activities with children.

Months of the project 1 2 3 4 5 6 7 8 9 10 11

1st volunteer
2nd volunteer

Evaluation TASK 1: Can you try to answer the following questions:

• What do you need to evaluate in the EVS project?
• How you can use the findings of the evaluation?
• When will you organise the evaluation?
• How can you monitor your EVS project?
Evaluation as an obligatory part of each EVS project

The EVS project itself involves evaluation and each organisation is obliged to ensure that 83
volunteers attend the evaluation sessions in the EVS training cycle. The aim of the evaluation
is to make the project and its results more sustainable. The evaluation phase addresses the

The Last, but certainly not least important issues

actual fulfilment of the project (which may include several different Activities). It aims to assess
whether the objectives of the project have been achieved and the expectations of the promoters
and volunteer(s) have been met.

Mid-term evaluation, (compulsory only for an EVS service lasting more than 4 months), provides
volunteers with an opportunity to evaluate their experience so far, as well as to meet other
volunteers from different projects throughout the host country. The final evaluation of the activity
addresses the realization of the EVS Activity, its aims, objectives, motivation, expectations,
and tasks performed during the EVS service. It should bring together the volunteers and their
Sending Organisations with the aim of reflecting on what happened during the EVS Activity and
assessing the support and communication provided by the Sending Organisations. It also aims
to facilitate the reintegration of the volunteers back into their home country. Mid-term and final
evaluation meetings are organised by the National Agencies and SALTO SEE.

The supervisor and the mentor are in regular contact with the volunteer and so have a monitoring
role in the project. The supervisor is supporting the volunteer in his/her working tasks and
guides the volunteer with suggestions for improvement. In a similar way, the mentor reacts
to the personal needs of the volunteer and suggests improvements to the organisation. The
mentor also supports the volunteer to reflect on their learning process and helps the volunteer
to plan further learning. In this sense, monitoring is not something that is specifically defined,
but it happens naturally in that kind of relation. The roles of EVS supervisors and mentors are
actually “monitoring” the performance and personal development of the volunteer.

Having this in mind, let’s go back to our project with the two volunteers. It will have the following
schedule for evaluation. Notice that you can organise the final evaluation in two ways and that
the mid-term evaluation is optional for the second volunteer.

Months of the
1 2 3 4 5 6 7 8 9 10 11
project
1st volunteer
2nd volunteer
Monitoring Supervisor and Mentor

Mid-term Final evaluation of EVS project (both

Mid-term Final evaluation
evaluation volunteers) or final evaluation of EVS
evaluation of Activity
(optional) Activity of 2nd volunteer
 In this formal EVS evaluation system, it is obvious that the supervisor and mentor are involved in
the EVS project during the whole period and have a monitoring role. The findings of a mid-term
84 evaluation can be used to improve the running of the project. A mid-term evaluation in the period
of the first volunteer can also be used to better prepare the project for the second volunteer.
If a final evaluation was organised to close the first volunteer period, these findings will be too
The Last, but certainly not least important issues

late to improve the current project of the second volunteer. However the final evaluation could
be held at the end of the second volunteer’s period, this would then be an overall EVS project
evaluation for the period of both volunteers.

Is this enough?
Take a look again at your answers for Evaluation TASK 1. Did you come up with more ideas that
you would want to evaluate?

Probably you have noticed that the representatives of the Host Organisation are not participating
in the meetings within the training and evaluation cycle! Volunteers participate in all parts of
the cycle, while Sending Organisations can be invited to the final evaluation. However, Host
Organisations, (and Coordinating if involved), as key partners in the EVS project should benefit
from these evaluation moments. Of course, results of evaluation sessions can always be
exchanged among promoters, but can we, and should we, do more?

It is in the interest of every partner to participate in the on-going evaluation process and use
its results, as it can improve the quality of existing and future EVS projects. Especially as all
projects do not go smoothly and when something goes wrong different actors have different
points of view. It is important to involve all sides in the evaluation if you are interested to find
out what really caused difficulties and how to overcome them next time. All of this means that
promoters need to involve additional resources in the evaluation and think HOW (methods!)
they will organise it!

If you are interested to get more information about evaluation (and monitoring) you can check
a very useful Youth Partnership Training Kit 10 “Educational Evaluation in Youth Field” http://
youth-partnership.coe.int/youth-partnership/publications/T-kits/10/Tkit_10_EN and the
SEEYN Volunteer Management Handbook which can be found at www.seeyn.org

Evaluation TASK 2: Can you try to answer the following questions:

- Has your organisation already developed evaluation and monitoring processes? Can you
incorporate your EVS project into them?
- How can you evaluate the service component of EVS?
- How can you evaluate the learning component of EVS?
- Who should be involved while evaluating EVS projects? Who should organise evaluation?
- How you can monitor your EVS project?
- What methods of evaluation do you already know? Where can you find more methods and
tools?
Here is just one possible proposal of WHAT to evaluate in an EVS project:
85

The Last, but certainly not least important issues

Cooperation
between Sending
and Host
Organisation

Impact of EVS Personal

project on development of
organisation and volunteers and
community learning outcomes

Performance of Quality of
volunteer in his/her mentorship and
tasks supervision

Evaluation of an
EVS project
Quality of
preparation of the Satisfaction of
project (prior to volunteer with tasks
service)

Satisfaction of
beneficiaries of Language course
volunteer’s work

Practical
arrangements
(accommodation,
food, travel…)
 Follow Up of EVS Projects
86
The Last, but certainly not least important issues

EVS volunteers will always take something from their EVS experience and put it into their future
lives. Some of them will stay active in activities related to the theme of their project. Some will
organise new projects or even start new organisations. EVS will orientate many of the volunteers
in their choice of careers or future studies. Some of them will be inspired with their experience
of being EVS volunteers and they will start to organise EVS projects themselves. Some of the
volunteers continue to support their Host Organisation in various ways. Sending and Host
organisations make follow ups of the project as well. They continue to involve volunteers, further
improve the quality of projects or sometimes involve other organisations in EVS. Sometimes they
further develop projects initiated by EVS volunteers. Volunteers sometimes make follow ups of
the personal projects they did during their EVS. EVS partners can follow up their EVS project
cooperation with other actions of the Youth in Action Programme or other common initiatives.

Follow up often happens spontaneously and is not planned in advance. However, if you do plan
possible follow up of an EVS project in advance, you can expect to attain even bigger impact
and get more from your EVS experience. In a way this prolongs involvement of the volunteer or
duration of the partnerships. There are certain structures and support for follow up in existence.
In most countries, volunteers have the possibility to become involved in the activities of national
structures of former EVS volunteers during or after their EVS. These structures work on youth
and volunteering issues. Their activities generally include providing support to EVS volunteers
and setting up platforms for communication and networking among former EVS volunteers
for sharing experiences. Some promoters involve former EVS volunteers in the dissemination
and exploitation of results in their home countries. Promoters can create advanced strategies
for follow up around the theme of EVS projects and create networks of former volunteers and
partner organisations that can promote and advocate for a/the chosen theme on a European
level.

Here are some examples of follow up of EVS projects:

• Kris collected toys in his home town and shipped them to the orphanage in the town where
he did his EVS.
• Sarah organised a group of Belgium volunteers and organised a project for them in
cooperation with her former Host Organisation. The local volunteers did the fundraising for
the project and came to Bosnia and Herzegovina, (one year after Sarah’s EVS ended), to
repair the roof of the house for one poor family.
• Rita started to work for her Sending Organisation. She is now coordinating other EVS
projects, youth exchanges and job shadowing as well as projects of another EC programme
(Europe for Citizens). In most of them, Rita is involving organisations she met and worked
with during her EVS.
• Miloš continued to lead work-camps and work with youth exchange programmes in France
 87

The Last, but certainly not least important issues

after his EVS. He got involved in other projects and associations from France and got a part

photo: Aleksandar Gubaš

time job in his Host Organisation.
• Charlie started to work for the European Youth Forum after his EVS in Montenegro. Later on,
he started to work for the European Commission on accession programmes for the Western
Balkan countries.
• Ruben started to work for the National Agency in his home country.
• Leo published a guide for young people from the UK who plan to visit Bosnia and
Herzegovina.
• Petar, together with a few friends and other volunteers, established and registered an
organisation in his home town. The organisation promotes various forms of volunteering in
the small town and it is the first organisation of that kind in the area.
• Tea managed to organise the export of handicrafts made by women in the village where she
did EVS to her home municipality.

There are numerous examples of personal follow ups of EVS projects. Former volunteers started
studies, wrote theses about their host places or the theme of their project, they made life-long
friendships, moved to other places, married and had kids... We will not reveal more about them
now, (you can find some on the web sites of former volunteers), but we will ask you to think a
bit more:

Follow up TASK:
• Can you list at least 5 possible follow up activities for your project?
• Can you envisage follow up activities during the project preparation? It is impossible to
predict what will happen in such a long period, but it is useful to think about how to start and
plan follow up activities even before the project starts.
• Can you still follow up your previous EVS project(s)?
• What are good steps during the EVS project that will ensure follow up?
• Dissemination and exploitation of results can be one of the follow up actions (you can even
ask for additional funding). Think about how to involve EVS volunteers in these measures.
 Dissemination and Exploitation of Results
88
The Last, but certainly not least important issues

It is worth while informing others about the outcomes of EVS activities, both the Service and
Learning parts. Successful projects can attract young people and organisations to join EVS.
Actually, many volunteers hear about EVS from former volunteers. Organisations are also
exchanging information and suggestions; it is always wise to ask organisations who have
already finished an EVS project to share their experiences, in that way you can find out many
small practical details that make projects even better. In this way, the outcomes of your project
are multiplied.

Actors in EVS should promote their results at the policy level – mainstreaming as it is called
in the Programme Guide. Mainstreaming is done through a structured and planned process
of convincing decision-makers to use successful results from certain projects by incorporating
them into local, regional, national or European systems and practices. Host and Sending
Organisations and former EVS structures could get more recognition and support from different
systems. For instance EVS could receive recognition in national legislation or co-funding from a
local community. But this requires active promotion of positive experiences and the convincing
of the wider public of the impacts of EVS.

Those actively involved in EVS know about the positive outcomes it produces, but it is another
thing to convince other people – who might also be in power in some relevant institution – that
EVS brings something positive to volunteers, projects and communities. Some Mayor of a small
town in the Balkans or a member of the European Parliament may have never heard about
EVS or they may not even like it. Potentially they could both do something good for EVS, if they
started to like it. They will only start to like it if they hear about the positive outcomes.

It is not only the promoting of best practices and outcomes of each EVS project, it is also important
to think about how we are doing it. In EVS projects, in the application stage, organisations are
asked to plan how they will promote the results. This can of course happen after a project
is over, as the focus is on the results and not on the service itself. Standard dissemination
and exploitation measures may have the same format as visibility measures during the period
of service (for instance a blog). These measures should also actively involve the volunteer. In
this way projects can be promoted both in the hosting and sending country. Volunteers can
involve their peers in volunteering, but can also multiply competences gained during service.
Volunteers can also transfer methods and good practices between similar organisations in
different countries.

Organisations and volunteers can plan additional dissemination and exploitation of the results
of their activities and receive financial support within the EVS project. Possible activities are:
• organising public events: presentations, conferences, workshops...
 89

The Last, but certainly not least important issues

• creating audio-visual products: CD-Rom, DVD, short movies…

photo: Ørjan Mikkelsen

• setting up long-term collaboration with the media: series of radio/TV/press contributions,
interviews, participation in different radio/TV programmes…
• developing information material: newsletters, brochures, booklets, best practice manuals...
• creating an Internet portal

Such activities can take place in the hosting or sending country as well as on a European
level, for instance through cooperation with similar organisations, joining different networks,
initiatives and campaigns.

One of the great possibilities for promoting results of EVS activities is the European Year of
Volunteering 2011 (EYV 2011). There is more about the EYV 2011 and related actions at the
European Volunteer Centre (CEV, www.cev.be). The link to the official decision on EYV 2011 in
all European languages can be found on
http://ec.europa.eu/prelex/detail_dossier_real.cfm?CL=en&DosId=198321

Can you think of more specific and innovative ways of how to promote the results of your EVS
project?
90

Appendices
photo: MOVIT
Appendix 1
Partner Finding Tips and Tools
91

Appendices
• http://ec.europa.eu/youth/evs/aod/hei_en.cfm - official database of accredited EVS
organisations on the website of the European Commission. Browse projects by country,
theme, duration and other criteria

• http://www.salto-youth.net/database - links to partner-finding tools created by SALTO SEE:

• online SEE-EU Partner Searching Forum aimed at establishing partnerships for Youth in
Action projects, including EVS (http://partnerji.mojforum.si/)
• online database of Partner Organisations from SEE

• http://www.mva.si/eu/ - database of youth partner organisations from the EU and beyond

run by Eurodesk Slovenia

• http://www.jugendfuereuropa.de/service/kontaktboerse/english/ - online forum of the

German National Agency for the Youth in Action Programme

• http://www.youthnetworks.eu/ - initiative of NoBorders to facilitate work of EVS

organisations and involvement of young people in EVS

• http://www.salto-youth.net - official web page of SALTO-YOUTH. Among other contents,

there you can also find information about events organised by the different SALTO
Resource Centres, including contact-making and partnership-building activities

• http://www.salto-youth.net/mySALTO/login/?pfad=/newsletter/ - registration page of

SALTO-YOUTH. By signing in you can register for SALTO-YOUTH newsletters

• http://groups.yahoo.com - mailing groups of yahoo. In the search field try writing EVS,
European Voluntary Service, Youth in Action or similar. Then you can ask to join the groups
you find interesting

• http://groups.google.com - mailing groups of Google. The approach is the same as with

yahoo

• www.facebook.com - the popular social networking site is also used for finding partners
and projects within the Youth in Action Programme. There are a number of Facebook
groups for this purpose, such as Youth Partner Network...
 Appendix 2
Where to Find Support
92
Appendices

Who can be
What kind of support can you expect? Contact details
contacted?
Your partner Your first partner to be contacted for all Contact details of your partner
organisation questions related to your EVS project during all organisation
stages of the project
To be contacted in case of a conflict with the
volunteer
Youth in Action To be contacted by the Coordinating In the case where the project
National Agency (applicant) Organisation for all issues related application was to the Youth in Action
to the project grant (procedures, criteria, rules, National Agency, it is to be contacted
Or obligations) by the Coordinating Organisation
coming from the Programme country.
Education, Audiovisual Support in applying for visa and residence For the contact list of all the National
and Culture Executive permit Agencies, consult the website of the
Agency European Commission (see below)
Contact in case of a conflict with your
volunteer and/or partner organisation that In cases where the project was applied
you are unable to resolve among the project by an organisation from South East
partners Europe, the Coordinating Organisation
may reach the Executive Agency at:
http://eacea.ec.europa.eu/youth/
index_en.php
European Commission The latest version of the Programme Guide http://ec.europa.eu/youth/index_
Youth website with detailed information about the Youth in en.htm
Action Programme
Contact list of all National Agencies
European database of accredited EVS
organisations
EVE - the electronic platform for the
dissemination and exploitation of results
of projects supported by programmes
implemented by the Education and Culture
Directorate-General.
All application and report forms
Useful resources, publications and documents
related to programmes and major policy
developments
 93

Appendices
Who can be
What kind of support can you expect? Contact details
contacted?
SALTO-YOUTH Information and tools targeting in particular SALTO South East Europe Resource
South East Europe co-operation with South East Europe within Centre
Resource Centre the Youth in Action Programme
(SALTO SEE) Some materials about the Youth in Action MOVIT NA MLADINA (National Agency
Programme in your local language for the Youth in Action Programme in
Accreditation of Expressions of Interest (to Slovenia)
participate in EVS) for organisations in South Dunajska cesta 22, SI- 1000 Ljubljana
East Europe Tel: +386 1 430 47 47
EVS training cycle for volunteers in/from SEE Fax: +386 1 430 47 49
Training opportunities in South East Europe see@salto-youth.net
Tools for finding partners www.salto-youth.net/see
SEE E-Newsletter
Information about Youth in Action Contact
Points in the countries of SEE
Can be contacted for advice, also in case of
serious difficulties in EVS projects (such as
conflict with your partner organisation)
Contact points for Information about the Youth in Action List of all contacts at SALTO-YOUTH
Youth in Action Programme and its possibilities SEE website: www.salto-youth.net/
Programme in South Consultation on project development and contactpoints
East Europe partner-finding
Promotion of the Programme, which might YiA web presentations developed by
include local training activities Contact Points:
Publications about the Programme in the local www.mladiuakciji.rs
languages http://mladiuakciji.com/
SALTO-YOUTH website Trainers on-line for Youth database (TOY) www.salto-youth.net
Toolbox for Training (database of training
methods)
European Training Calendar
Information and resources of all eight SALTO-
YOUTH Resource Centres
EURODESK Information for young people and youth www.eurodesk.org
workers about youth in Europe
Information about funding possibilities
Information about youth policy and research
 Appendix 3
Useful Links and Resources
94
Appendices
About EVS
Introduction to EVS for interested young people:
http://www.evsguide.eu/
Introduction to EVS for interested organisations:
www.action2.eu
Collection of weblogs of EVS volunteers:
http://www.myevs.net/
Network of European volunteers’ associations:
http://www.neva-network.org/
Alliance of European Voluntary Service
Organisations:
http://www.alliance-network.eu/
The Association of Voluntary Service Organisations
(AVSO):
www.avso.org
EVE (Online platform for the dissemination and
exploitation of results of projects supported
by programmes implemented by the European
Commission, DG Education and Culture):
http://ec.europa.eu/dgs/education_culture/eve/
about_en.htm
“Stepping into EVS” (Accreditation guide for SEE)
http://www.salto-youth.net/EIsee
Non-formal education and learning
Youthpass Guide:
http://www.youthpass.eu/en/youthpassguide/
Youth Partnership training manuals (T-kits):
http://youth-partnership.coe.int/youth-
partnership/publications/T-kits/T_kits/
Youth Partnership Coyote magazine:
http://youth-partnership.coe.int/youth-
partnership/publications/Coyote/Coyote
UNIQUE ‘s Learning2Learn Project:
www.learning2learn.eu
The encyclopaedia of informal education:
www.infed.org
Key Competences for Lifelong Learning –
European Reference Framework:
http://ec.europa.eu/dgs/education_culture/publ/
pdf/ll-learning/keycomp_en.pdf
Inclusion in Youth in Action
Inclusion booklets
http://www.salto-youth.net/inclusionforall/
“Including all with the Youth Programme” booklet
http://www.salto-youth.net/inclusioninspiration/
Youth in Action in South East Europe
Youth in Action contact points website in Serbia
www.mladiuakciji.rs
Youth in Action contact points website in BIH
http://mladiuakciji.com/
South East Europe Youth Network (SEEYN)
http://www.seeyn.org/
Agency for mobility and EU programmes in Croatia
http://www.mobilnost.hr/
National agency for European educational
programmes and mobility in FYR Macedonia
http://www.na.org.mk/
EU Enlargement
Enlargement DG of the European Commission
http://ec.europa.eu/enlargement/index_en.htm
Appendix 4
Glossary of Terms
Accreditation: process that ensures
that promoters wishing to participate in
an EVS project comply with the pre-set
quality standards of Action 2. In order to be
accredited, promoters must fill-in and submit
an ‘Expression of Interest’ form, which mainly
contains the general motivations and ideas of
the promoter regarding the EVS activities.
Applicant: promoter who submits a project
in order to get a grant. The applicant either:
1) applies in order to receive a grant covering
only the activities it is responsible for (consult
the definition of ‘split funding’); or 2) applies
for the whole project on behalf of all promoters
(consult the definition of ‘one sided funding’).
Beneficiary: if the project is selected, the
applicant becomes the beneficiary of the
Youth in Action Programme grant, signs the
grant agreement, receives a financial grant for
the project and assumes the responsibilities
for its implementation.
Coordinating Organisation (CO): promoter
carrying out at least the following tasks: 1)
bearing the financial and administrative
responsibility for the entire project vis- -vis the
National or Executive Agency; 2) coordinating
the project in cooperation with the partner
promoters; and 3) distributing the EU grant
between the promoters according to their
roles within the project. The Coordinating
Organisation assumes the role of ‘applicant’
in case of projects supported through one-
sided funding.
95
Appendices
Duration of project: period which includes the
preparation phase, the implementation of the
Activity and the evaluation phase (including
reflection on a possible follow-up).
Education, Audiovisual & Culture Executive
Agency: operational since 2006 and located in
Brussels, the Executive Agency (EACEA) has the
mission to implement a number of strands of
more than 15 Community funded programmes
and actions in the fields of education and
training, active citizenship, youth, audiovisual
and culture. Website: http://eacea.ec.europa.
eu/youth/index_en.php
EVS Activity Agreement: internal agreement
among EVS promoters and volunteer(s)
formalising their distribution of tasks,
responsibilities and the share of the EVS
grant.
EVS Activity: core part of the EVS project
composed of the EVS service, the EVS Training
and Evaluation cycle and the different kinds
of support provided by the promoters for the
volunteer(s).
EVS Charter: European Commission’s
document highlighting the roles of each
promoter in an EVS project, as well as the
main principles and quality standards of EVS.
EVS project: the framework for one or
several EVS Activities, clustered in one grant
application. An EVS project has 3 phases: 1)
Planning and Preparation; 2) Implementation
 of the Activity/ies and; 3) Evaluation (including
reflection on the possible Follow-up).
96
EVS service: actual period of the volunteer’s
stay and involvement in the activities with the
Appendices
Host Organisation – from the arrival to the
departure date.
EVS Training and Evaluation Cycle:
compulsory trainings and evaluations, used for
preparing and helping the volunteers before,
during and after their EVS service.
Expression of Interest (EI): please consult
the definition of ‘accreditation’.
Follow-up: set of activities/projects carried out
after the project is finished in order to keep
the project’s results alive and sustainable and
to increase its impact.
Host Organisation (HO): promoter hosting the
Activity/service of a Youth in Action project.
National Agencies (NA’s): structures
established by the National authorities in each
Programme country in order to manage and
implement the Youth in Action Programme at
a decentralised level.
One-sided funding: form of financing applied
to one single promoter who submitted an
application for the whole project on behalf of
all the promoters. If the project is granted, the
applicant will be the beneficiary of a single
grant agreement.
Promoter: any organisation, body or group of
young people involved in the implementation
of a Youth in Action project. Depending on its
role in the project, a promoter can be a partner,
an applicant and/or a beneficiary.
Sending Organisation (SO): promoter sending
a (group of) volunteer(s) enabling them to take
part in an Activity/service abroad.
South East Europe: one of the three
Neighbouring Partner Regions of the Youth
in Action Programme. It consists of the
following partner countries: Albania, Bosnia
and Herzegovina, Croatia, Kosovo (under
UNSC Resolution 1244/1999), Montenegro,
Serbia, and the former Yugoslav Republic of
Macedonia. Full membership in the Youth in
Action Programme of Croatia and the former
Yugoslav Republic of Macedonia is expected
for the beginning of 2011.
Split funding: form of financing applied to all
the promoters who submitted separately to
their respective National Agency an application
related to their part of the project. If all the
applications are selected, each applicant will
be the beneficiary of a grant agreement.
Youthpass: recognition strategy enabling
participants of the Youth in Action Programme
to receive a certificate describing and validating
their non-formal learning experience.
For a more comprehensive Glossary of terms
used in Youth in Action Programme, consult
the latest version of the Programme Guide.
Appendix 5
Forms and Templates
97

Appendices
The following forms and templates are examples and are intended only as guidelines for you to
create your own.

Appendix 5a

Volunteer Application Form

The Volunteer Application Form is one of the most efficient tools to match a volunteer with the
appropriate project. It should preferably be short and clear, but cover all the basic relevant
information.

Application Form

Personal Details
• Name • Age • Sex

Contact Address: where you can be reached for all purposes concerning this application
• Address • Telephone • E-mail

Other Personal Details

• Date of Birth • Nationality
• Place of Birth • Passport number

Additional Personal Information

• Marital status, family members, etc.

Additional Contacts for Cases of Emergency

• Family’s address/telephone/email, if different from yours
• Person to be contacted in case of emergency (name, address, telephone, e-mail)

Volunteers Background and Experience

• Please describe your current living situation
(with family/friends, house/flat, city/small town)
• Please describe your education background/training
• Additional comments you want to add
 • Please give details of any previous or current work experience
• What is your mother tongue?
98 • Do you speak any foreign languages?
• What are your hobbies?
Appendices

photo: Youth Cultural Centre Abrašević

• What are your plans for your future?

• Please describe yourself, including your strengths and weaknesses
• Please describe briefly a national and/or international issue that has affected you
• Do you have any international experience (for example: participation in camps or conferences
in other countries, contact with people of other cultures, etc.)?
• Have you been involved in any organisations, movements, service programmes or other
projects? If so, please give details

Motivation and Expectations

• What is your understanding of voluntary work?
• What are your main reasons for going abroad?
• What type of voluntary work would you like to do and why? (please list project preferences)
• Preferred country/region? (if there are more placements in different countries or regions)
• What skills do you have? (working with children/youth, working with disabled people,
teaching, sports, music, working with elderly people, computers, manual skills, others)
• Do you have a drivers licence? If so, would you be willing to drive in a foreign country?
• What do you hope to gain from and achieve during the voluntary service?

Some Concrete Attitudes and Needs

• What challenges and difficulties do you think you will encounter living in another culture with
a different set of values?
• Indicate your preference from the following types of living situations in which you would like
to be placed? (Host family, living in a residential social work project, shared accommodation,
etc.)
• Do you have any objections to sharing a room?
• Do you smoke?
• Do you have any special dietary requirements

Some Space for Additional Information from the Volunteer/Applicant

•
Appendix 5b

Invitation letter for the volunteer to be presented to the embassy 99

Appendices
Note: The underlined spaces should be
INVITATION LETTER filled in with information by the user.

In order to obtain a visa or

This is to certify that... residence permit for the host
country, volunteers need to
Full name of the volunteer, born on date of birth, in place of birth, country of present to their embassy an
birth, passport Nr. number of passport of the volunteer invitation letter from their
Host Organisation, which
has been accepted as a participant in the “name of the EVS project”, which is is addressed directly to the
organised by full name of the applicant organisation with the support of the embassy. It should be short and
European Commission in the framework of the European Voluntary Service clear, and provide five pieces of
programme within the Youth in Action Programme of the European Union. information:

In the framework of the above-mentioned project number of the project,

name of the volunteer will participate from volunteer’s time of arrival in the Part 1
Full data about the volunteer
host country to date of departure in the voluntary service project “name of
the EVS project”, in town and country of the placement of the volunteer, Part 2
under the supervision and responsibility of name of the Host Organisation Name of the EVS project and of the
/ names of Host and Co-ordinating organisations, following the terms of the applicant organisation
European Voluntary Service Programme of the European Commission. Part 3
Time of the volunteer’s arrival and
Name of the Host Organisation guarantees to take full responsibility for all departure, place (town, village) of the
expenses incurred by name of the volunteer during the above-mentioned host placement
period, including insurance, board and lodging, pocket money, as well as Confirmation of responsibility taken on
domestic and international travel costs. by the Host /Co-ordinating Organisation

Short information (max. 2 sentences) about the Host Organisation (head Part 4
Host Organisations guarantee of full
office, mission or goals) responsibility for the expenses that are
covered for the volunteer
We would appreciate any assistance you can provide in order to make this
exchange program possible and we remain at your entire disposal should any Part 5
Short information about the Host/
further clarification be necessary. Coordinating Organisation

Yours sincerely,
Note: The invitation letter should be
Date, place responsible person
properly signed by the responsible
Host Organisation person, and confirmed by the stamp of
the Host/Co-coordinating Organisation
 Appendix 5c

100 Welcome letter for the volunteer

Appendices

Letter head

Address
Address
Address

Date

Dear name of the volunteer,

We are happy to confirm your participation in the European Voluntary Service

(EVS) programme and in this specific project. All members of staff and
volunteers in our organisation are sending you a warm welcome!

We are looking forward to your arrival and stay in our country and organisation,
and we will be happy to introduce you to our work and culture.

Who are we?

Short description of the organisation’s aims and objectives
Short description of the staff that the volunteer will work with

Why did we want to have an EVS volunteer?

Short description of the reasons for hosting this EVS project

What can you do to make your participation successful?

Host Organisation’s main expectations from the volunteer

What will we do to make this project successful?

Short description of the initiatives and support that the Host Organisation
will provide

Should you have any further questions, please do not hesitate to contact us.

Looking forward to seeing you!

Host Organisation team

Appendix 5d

Minimum requirements for an Activity Agreement 101

(Programme Guide, 2010)

Appendices
photo: MOVIT
The Activity Agreement is a key element to ensure a solid partnership among promoters and
volunteers in each EVS Activity. It shall contain at least the following information:

1. Project title and reference of the grant agreement (if applicable)

2. Names of the Coordinating Organisation, the Sending Organisation(s) and the Host
Organisation(s) involved in the Activity
3. Role and tasks of the volunteer(s)
4. Division of rights and responsibilities among promoters and volunteers
5. Division of the EU grant (according to the above responsibilities)
6. Names and signatures of the representatives of all promoters in the Activity
7. Names and signatures of all volunteers involved in the Activity
8. A table with all volunteer details (working hours, practical arrangements, expected learning
process and learning objectives of the volunteer)

A copy of the signed Agreement must be submitted to the granting Agency, either together with
the application form or at a later stage. In this last circumstance, the agreement must be sent
at least 6 weeks before the Activity starts.

It must also be handed out to all partner promoters and volunteers involved in the Activity.

This Agreement is binding on all partner promoters and volunteers involved in the Activity. In
case of substantial modifications, a new agreement has to be signed and an updated table with
all volunteer’s details has to be sent to the granting Agency for information.
 Appendix 6

Notes About the Contributors

102
Appendices

Darko Markovic is from Belgrade, Serbia: Trainer, psychologist and psychodrama

therapist, one of the founders of Grupa “Hajde da...” www.hajdeda.org.rs and founder
and owner of ‘Inn.Side – people and training’. Member of the Council of Europe DYS Pool
of Trainers and the SOHO training team. As a trainer, he has been working with various
social groups: youth, NGOs, youth workers, teachers, trainers, public servants, managers
etc. His main areas of interest are training of trainers, intercultural learning, emotional
intelligence, EVS related training and better social recognition of non-formal education
both at national and European level. His training motto is: Training with passion - Learning
with smile.
SALTO ToY profile: www.trainers.salto-youth.net/DarkoMarkovic
E-mail: darko@innside.co.rs

Dragan Atanasov is from Skopje, Macedonia: Youth worker, project manager and trainer,
currently working for the Youth Association creACTive (www.cre-act-ive.org). Since 2007,
he has also been involved in the work of SALTO-YOUTH SEE as an EVS accreditor and
trainer of EVS training sessions. As a project manager, he has implemented a number
of local and international youth projects, including EVS, exchanges and training courses.
He is mainly focused on supporting the creativity of young people. As a trainer, he mostly
works on the training of youth work, intercultural learning, project management and
active citizenship.
SALTO ToY profile: www.trainers.salto-youth.net/DraganAtanasov
E-mail: atanasov@cre-act-ive.org

Domagoj Kovacic, is from Zagreb, Croatia: He has been involved in the EC YOUTH
Programme and EVS since 2003. He started to work as ICYE regional coordinator for
SEE for multilateral EVS and information projects. He has worked with different youth,
volunteering and environmental organisations in Croatia and Bosnia and Herzegovina.
These include; Youth Centre Livno, Green Action, Volunteers Centre Zagreb, Una
Emeralds and Local Democracy Agency Sisak. He works as accreditor and trainer in the
EVS training cycle for SALTO SEE RC. Since 1999 he has been involved in the work of the
South East European Youth Network that focuses on youth volunteering in SEE region;
he is a Board member and trainer. Currently, he works as Executive Director of SEEYN in
the Secretariat in Sarajevo.
E-mail: zomba69@zamir.net
Appendix 7
What is SALTO-YOUTH?
103

Appendices
SALTO-YOUTH stands for Support, Advanced Learning and Training Opportunities within the
European Union’s Youth in Action Programme.

SALTO-YOUTH is a network of eight Resource Centres working on European priority areas within
the youth field. The Centres provide youth work and training resources and organise training
and partner-finding activities to support organisations, youth workers and National Agencies
responsible for the implementation of the Youth in Action Programme. The network is part of the
European Commission’s Training Strategy within this Programme. It works in synergy with other
partners in the field. In 2010 SALTO-YOUTH celebrates its 10th anniversary. More information:
www.salto-youth.net

What is the SALTO South East Europe Resource Centre (SALTO SEE)?

SALTO SEE was established by the European Commission in April 2002. It aims to facilitate,
increase and consolidate the participation of partners from South East Europe in the Youth in
Action Programme through training and partner-finding activities and various other tools. The
political framework for its work is the EU’s enlargement policy towards all the countries of the
region and the aim to work towards European standards in the youth field in/with the region.

Its office in Ljubljana, Slovenia, works with the

Where are the SALTO’s based?
support of networks of trainers and accreditors, in
particular within the European Voluntary Service
strand of the Programme, as well as Youth in Action
Contact Points located in the countries of South SALTO Training
SALTO Inclusion &Cooperation
East Europe.
SALTO Cultural Diversity SALTO EECA
The main activities of SALTO SEE include
accreditation of EVS promoters in South East SALTO Participation SALTO Information
Europe, implementation of the EVS training cycle
SALTO EuroMed SALTO SEE
for volunteers in South East Europe, training and
partner-finding activities for youth leaders and
youth workers, collection and production of resource
materials, and providing individual support,
information and advice. SALTO SEE works in cooperation and networking with other European
institutions and actors in the field of youth and non-formal education.
www.salto-youth.net/see

SALTO South East Europe Resource Centre

MOVIT NA MLADINA
Dunajska cesta 22
SI – 1000 Ljubljana
Slovenia

Tel.: +386 (0)1 430 47 47

Fax: +386 (0)1 430 47 49
E-mail: see@salto-youth.net

REPUBLIKA SLOVENIJA
MINISTRSTVO ZA ŠOLSTVO IN ŠPORT
URAD ZA MLADINO

Published with support from the European Commission and the Office of the RS of Youth.